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STANDARD TEN
MATHEMATICS
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1 FUNCTIONS
“Mathematicians do not study objects, but relations between objects . . . Content to
them is irrelevant: they are interested in form only” – Henri Poincare
Learning Outcomes
zz To define and determine cartesian product of sets.
zz To define a relation as a subset of cartesian product of sets.
zz To understand function as a special relation.
zz To represent a function through an arrow diagram, a set of ordered pairs, a
table, a rule or a graph.
zz To classify functions as one-one, many-one, onto, into and bijection.
zz To study combination of functions through composition operation.
zz To understand the graphs of linear, quadratic, cubic and reciprocal functions.
1.1 Introduction
The notion of sets provides the stimulus for learning higher concepts in mathematics.
A set is a collection of well-defined objects. This means that a set is merely a collection of
something which we may recognize. In this chapter, we try to extend the concept of sets
in two forms called Relations and Functions. For doing this, we need to first know about
cartesian products that can be defined between two non-empty sets.
It is quite interesting to note that most of the day-to-day situations can be represented
mathematically either through a relation or a function. For example, the distance travelled
by a vehicle in given time can be represented as a function. The price of a commodity
can be expressed as a function in terms of its demand. The area of polygons and volume
Relations and Functions 1
Definition
If A and B are two non-empty sets, then the set of all ordered pairs (a, b) such that
a Î A, b Î B is called the Cartesian Product of A and B, and is denoted by A ´ B .
Thus, A ´ B = {(a, b) |a ∈ A, b ∈ B} (read as A cross B). Also note that A × f = f
Activity 1
Let A = {x | x ∈ , x ≤ 4} , B = {y | y ∈ , y < 3}
Represent A ´ B and B ´ A in a graph sheet. Can you see the difference between
A ´ B and B ´ A ?
Example 1.1 If A = {1,3,5} and B = {2,3} then (i) find A ´ B and B ´ A.
(ii) Is A × B = B × A ? If not why? (iii) Show that n(A×B) = n(B×A) = n(A)× n(B)
Solution Given that A = {1,3,5} and B = {2,3}
(i)
A×B = {1,3,5} × {2,3} = {(1,2), (1,3), (3,2), (3,3), (5,2), (5,3)} ...(1)
B ´ A = {2,3} × {1,3,5} = {(2,1), (2,3), (2,5), (3,1), (3,3), (3,5)} ...(2)
(ii) From (1) and (2) we conclude that A × B ≠ B × A as (1, 2) ¹ (2, 1) and (1, 3) ¹)(3, 1) , etc.
(iii) n(A)=3; n (B) = 2.
From (1) and (2) we observe that, n (A×B) = n (B×A) = 6;
we see that, n (A) ×n (B) = 3 × 2 = 6 and n (B) × n (A) = 2×3 = 6
Hence, n (A×B) =n (B×A) = n(A) × n (B) = 6.
Thus, n (A×B) =n (B×A) = n(A) × n (B).
Example 1.2 If A×B = {(3,2), (3,4), (5,2), (5,4)} then find A and B.
Solution A×B ={(3,2), (3,4), (5,2), (5,4)}
We have A = {set of all first coordinates of elements of A ´ B }. ∴ A = {3,5}
B = {set of all second coordinates of elements of A ´ B }. ∴ B = {2,4}
Thus A = {3,5} and B = {2,4}.
Example 1.3 Let A = {x ∈ | 1 < x < 4} , B = {x ∈ W | 0 ≤ x < 2} and C = {x ∈ | x < 3} .
Then verify that
(i) A # (B , C) = (A # B) , (A # C) (ii) A # (B + C) = (A # B) + (A # C)
Note
The above two verified properties are called distributive property of cartesian product
over union and intersection respectively. In fact, for any three sets A, B, C we have
(i) A × (B ∪ C ) = (A × B ) ∪ (A ×C ) (ii) A × (B ∩ C ) = (A× B) ∩ (A×C ) .
1.3.1 Cartesian Product of three Sets
If A, B, C are three non-empty sets then the cartesian product of three sets is the set
of all possible ordered triplets given by
A × B ×C = {(a, b, c) for all a Î A, b Î B, c Î C }
Illustration for Geometrical understanding of cartesian product of two and three sets
Y
Let
A = {0, 1}, B = {0, 1}, C = {0, 1}
(0,1) (1,1)
� B = {0, 1} ´ {0, 1} = {(0, 0),(0, 1),(1, 0),(1, 1)}
A´
Representing A´
� B in the XY - plane we get a picture shown in Fig. 1.5.
(0,0) (1,0)
(A ´ B ) ´C = {(0, 0),(0, 1),(1, 0),(1, 1)} ×{0,1} X
Fig. 1.5
= {(0, 0, 0),(0, 0, 1),(0, 1, 0),(0, 1, 1),(1, 0, 0),(1, 0, 1)(1, 1, 0),(1, 1, 1)}
1. Find A ´ B , A ´ A and B ´ A
(i) A= {2, −2, 3} and B = {1, −4} (ii) A = B ={p , q } (iii) A ={m , n} ; B =f
2. Let A = {1,2,3} and B = { x | x is a prime number less than 10}. Find A ´ B and B ´ A .
3. If B ×A = {(−2, 3),(−2, 4),(0, 3),(0, 4),(3, 3),(3, 4)} find A and B.
7. Let A = The set of all natural numbers less than 8, B = The set of all prime numbers
less than 8, C = The set of even prime number. Verify that
(i) (A ∩ B ) ×C = (A ×C ) ∩ (B ×C ) (ii) A × (B − C ) = (A × B ) − (A ×C )
1.4 Relations
Many day-to-day occurrences involve two objects that are connected with each other
by some rule of correspondence. We say that the two objects are related under the specified
rule. How shall we represent it? Here are some examples,
How are New Delhi and India related? We may expect the response, “New Delhi
is the capital of India”. But there are several ways in which ‘New Delhi’ and ‘India’ are
related. Here are some possible answers.
� New Delhi is the capital of India.
� New Delhi is in the northern part of India.
� New Delhi is one of the largest cities of India etc.,
So, when we wish to specify a particular relation, providing only one ordered pair
6 10th Standard Mathematics
Progress Check
Illustration 4
Students in a classS1 S2 S3 S4 S5 S6 S7 S8 S9 S10
Heights (in feet) 4.5 5.2 5 4.5 5 5.1 5.2 5 4.7 4.9 Students
Heights S1
Let us define a relation between heights of corresponding 4.5 S2
S3
students. (Fig.1.7) 4.7
S4
4.9 S5
R = {(heights, students)} S6
5
R = {(4.5, S1 ), (4.5, S 4 ), (4.7, S 9 ), (4.9, S10 ), (5, S 3 ), (5, S 5 ), (5, S 8 ), 5.1
S7
S8
(5.1, S 6 ), (5.2, S 2 ), (5.2, S 7 )} 5.2 S9
Fig. 1.7 S10
Definition
Let A and B be any two non-empty sets. A ‘relation’ R from A to B is a subset of
A ´ B satisfying some specified conditions. If x Î A is related to y Î B through R , then
we write it as x Ry. x Ry if and only if (x , y ) Î R .
The domain of the relation R = {x Î A | x R y, for some y Î B}
The co-domain of the relation R is B
The range of the relation R = {y Î B | x Ry, for some x Î A}
From these definitions, we note that domain of R Í A , co-domain
of R = B and range of R Í B .
Illustration 5 A R B
Let A = {1,2,3,4,5} and B = {Mathi, Arul, John} 1
2 Mathi
A relation R between the above sets A and B can be
represented by an arrow diagram (Fig. 1.8). 3 Arul
Then, domain of R = {1,2,3,4} 4 John
range of R = {Mathi, Arul, John} = co-domain of R . 5
Fig. 1.8
Note that domain of R is a proper subset of A.
Relations and Functions 7
Illustration 6
Let A = {1,3,5,7} and B = {4,8}. If R is a relation defined by “is less than” from
A to B, then 1R4 ( 1 is less than 4). Similarly, it is observed that 1R8, 3R4, 3R8,
5R8, 7R8
Equivalently R= {(1,4), (1,8), (3,4), (3,8), (5,8), (7,8)}
Note
In the above illustration A×B = {(1,4), (1,8), (3,4), (3,8), (5,4), (5,8), (7,4),(7,8)}
R = {(1,4), (1,8), (3,4), (3,8), (5,8), (7,8)} We see that R is a subset of A ´ B .
Arrow
Illustration 7 diagram
A
B
In a particular area of a town, let us consider ten families
C
A, B, C, D, E, F, G, H, I and J with two children. Among 0 D
these, families B, F, I have two girls; D, G, J have one boy and
1 E
one girl; the remaining have two boys. Let us define a relation F
2
R by xRy, where x denote the number of boys and y denote G
the family with x number of boys. Represent this situation as Number H
of boys
a relation through ordered pairs and arrow diagram. I
Since the domain of the relation R is concerned about J
Fig. 1.9
the number of boys, and we are considering families with two Families
children, the domain of R will consist of three elements given by {0,1,2}, where 0, 1, 2
represent the number of boys say no, one, two boys respectively. We note that families
with two girls are the ones with no boys. Hence the relation R is given by
R = {(0, B ),(0, F ),(0, I ),(1, D ),(1,G ),(1, J ),(2, A),(2,C ),(2, E ),(2, H )}
This relation is shown in an arrow diagram (Fig.1.9).
Example 1.4 Let A = {3,4,7,8} and B = {1,7,10}. Which of the following sets are relations
from A to B?
(i) R 1 ={(3,7), (4,7), (7,10), (8,1)} (ii) R2= {(3,1), (4,12)}
(iii) R3= {(3,7), (4,10), (7,7), (7,8), (8,11), (8,7), (8,10)}
Solution A ´ B = {(3,1), (3,7), (3,10), (4,1), (4,7), (4,10), (7,1), (7,7), (7,10), (8,1), (8,7), (8,10)}
Example 1.5 The arrow diagram shows (Fig.1.10) a relationship between the sets P and
Q. Write the relation in (i) Set builder form (ii) Roster form (iii) What is the domain and
range of R.
Solution P Q
(i) Set builder form of R = {(x , y ) | y = x − 2, x ∈ P, y ∈ Q} 5 > 3
6 >
(ii) Roster form R = {(5, 3),(6, 4),(7, 5)} 4
7 >
(iii) Domain of R = {5,6,7} and range of R = {3, 4, 5} 8 5
Fig. 1.10
‘Null relation’
Let us consider the following example. Suppose A
= {–3,–2,–1} and B = {1,2,3,4}. A relation from A to B
is defined as a − b = 8 i.e., there is no pair(a,b) such If n(A) = p , n(B ) = q ,
that a − b = 8 . Thus R contain no element and so then the total number of
R =f. relations that exist from A
A relation which contains no element is called a to B is 2pq .
“Null relation”.
Exercise 1.2
1. Let A = {1,2,3,7} and B = {3,0,–1,7}, which of the following are relation from A to B ?
(i) R1 = {(2,1), (7,1)} (ii) R2= {(–1,1)}
(iii) R3 = {(2,–1), (7,7), (1,3)} (iv) R4= {(7,–1), (0,3), (3,3), (0,7)}
2. Let A={1,2,3,4,...,45} and R be the relation defined as “is square of a number” on A.
Write R as a subset of A ´ A . Also, find the domain and range of R.
3. A Relation R is given by the set {(x , y ) / y = x + 3, x ∈ {0, 1, 2, 3, 4, 5}} . Determine its
domain and range.
4. Represent each of the given relations by (a) an arrow diagram, (b) a graph and (c) a set
in roster form, wherever possible.
(i) {(x,y)|x = 2y, x ∈{2,3,4,5}, y ∈{1,2,3,4}}
(ii)
{(x,y)|y = x+3, x, y are natural numbers < 10}
5. A company has four categories of employees given by Assistants (A), Clerks (C),
Managers (M) and an Executive Officer (E). The company provide ₹10,000,
₹25,000, ₹50,000 and ₹1,00,000 as salaries to the people who work in the categories
Definition Relation
Fig. 1.12(b)
10 10th Standard Mathematics
Note
If f : X ® Y is a function then
¾¾ The set X is called the domain of the function f and the set Y is called its
co-domain.
¾¾ If f (a) = b, then b is called ‘image’ of a under f and a is called a ‘pre-image’ of b.
¾¾ The set of all images of the elements of X under f is called the ‘range’ of f.
¾¾ f : X ® Y is a function only if
(i) every element in the domain of f has an image.
(ii) t he image is unique.
¾¾ If A and B are finite sets such that n(A) = p , n(B ) = q then the total number of
functions that exist from A to B is q p .
¾¾ In this chapter we always consider f to be a real valued function.
¾¾ Describing domain of a function
1
(i) Let f (x ) = . If x = –1 then f (–1) is not defined. Hence f is defined for
x +1
all real numbers except at x = −1. So, domain of f is - {-1} .
1
(ii) Let f (x ) = 2
; If x = 2, 3 then f (2) and f (3) are not defined. Hence f is
x − 5x + 6
defined for all real numbers except at x = 2 and 3. So, domain of f = − {2, 3}.
Progress Check
a p 1 m a x
b q 2 p y
c r 3 n b z
This represents a function. This represents a This is not a function.
Each input corresponds function. One of the input b is
to a single output. Each input corresponds associated with two outputs.
to a single output.
Fig. 1.13(a) Fig. 1.13(b) Fig. 1.13(c)
(ii) We note that each element in the domain of f has a unique image.
Therefore, f is a function.
Thinking Corner
Is the relation representing the association between planets and their respective moons
a function?
Example 1.8 If X = {–5,1,3,4} and Y = {a,b,c}, then which of the following relations are
functions from X to Y ?
(ii)
x = x+1, we get
Exercise 1.3
y=
7
f(x
6
(i) Find the following values of the function
)
5
4
(a) f (0) (b) f (7) (c) f (2) (d) f (10) 3
2
1
(ii) For what value of x is f (x) = 1? o
1 2 3 4 5 6 7 8 9 10
(iii) Describe the following (i) Domain (ii) Range. Fig. 1.16
(iv) What is the image of 6 under f ?
f (x + 2) − f (2)
5. Let f (x) = 2x+5. If x ¹ 0 then find .
x
6. A function f is defined by f (x ) = 2x – 3
f (0) + f (1)
(i) find .
2
x 24–2x x
(ii) find x such that f (x) = 0.
(iii) find x such that f (x ) = x . x
9. A plane is flying at a speed of 500 km per hour. Express the distance ‘d ’ travelled by
the plane as function of time t in hours.
10. The data in the adjacent table depicts the length Length ‘x’ of Height ‘y’
of a person forehand and their corresponding forehand (in cm) (in inches)
height. Based on this data, a student finds a 35 56
relationship between the height (y) and the 45 65
forehand length(x) as y = ax + b , where a, b 50 69.5
55 74
are constants.
(i) Check if this relation is a function.
(ii) Find a and b.
14 10th Standard Mathematics
The following test will help us in determining whether a given curve is a function or not.
Example 1.10 Using vertical line test, determine which of the following curves (Fig.1.18(a),
1.18(b), 1.18(c), 1.18(d)) represent a function?
Y Y Y
4 4 4
3 3 3
2 2 2
P
1 P 1 1
0 0 0
X′ -3 -2 -1 1 2 3 X
Q X′ -3 -2 -1 1 2 3 X
X′-4 -3 -2 -1 1X
-1 -1 -1
-2 -2 Q -2
P
-3 -3 -3
-4 -4 -4
Y¢ Y¢ Y¢
Fig. 1.18(a) Fig. 1.18(b) Fig. 1.18(c)
Relations and Functions 15
P and Q. 1
0
The curves in Fig.1.18 (b) and Fig.1.18 (d) P 5 6 X
X′ -6 -5 -4 -3 -2 -1 1 2 3 4
-1
represent a function as the vertical lines meet the -2
Example 1.11 Let A = {1, 2, 3, 4} and B = {2, 5, 8, 11, 14} be two sets. Let f : A ® B be a
function given by f (x ) = 3x − 1 . Represent this function
(i) by arrow diagram (ii) in a table form
(iii) as a set of ordered pairs (iv) in a graphical form
Solution
A = {1, 2, 3, 4} ; B = {2, 5, 8, 11, 14} ; f (x ) = 3x − 1
x 1 2 3 4
Y
f(x) 2 5 8 11 11 (4, 11)
10
(iii) Set of ordered pairs 9
8 (3, 8)
The function f can be represented as a set of ordered 7
pairs as 6
5 (2, 5)
f = {(1,2),(2,5),(3,8),(4,11)} 4
3
(iv) Graphical form (1, 2)
2
(i) one – one (ii) many – one (iii) onto (iv) into
Equivalently,
If for all a1, a2 Î A , f (a1 ) = f (a2 ) implies a1 = a2 , then f is called one – one function.
Illustration 10 A f B
A = {1,2,3,4} and B = {a,b,c,d,e} a
1
b
(i) Let f = {(1,a), (2,b), (3,d), (4,c)} 2 c
3 d
In Fig. 1.22, for different elements in A, there are different
e
images in B. 4
Fig. 1.22
Hence f is a one – one function.
g B
A
(ii) Let g = {(1,b), (2,b), (3,c), (4,e)} a
1
b
g is a function from A to B such that g(1) = g(2) = b , 2 c
but 1 ¹ 2. Thus two distinct elements 1 and 2 in the first set 3 d
A have same image b the second set in B (Fig.1.23). Hence, e
4
g is not a one–one function. Fig. 1.23
Persons Films
1.7.2 Many – one function
P1
In a theatre complex three films F1, F2, F3 are shown. Seven P2
persons (P1 to P7) arrive at the theatre and buy tickets as shown F1
P3
(Fig.1.24). P4 F2
Illustration 11
In other words, every element in the co-domain B has a pre-image in the domain A.
Illustration 12
A f B
Let A = {x , y, z }, B = {l, m, n} ; x l
Range of f = {l, m, n} = B (Fig.1.26) y m
z n
Hence f is an onto function.
Fig. 1.26
1.7.4 Into function
Customers Products
In a home appliance showroom, the products television, air
conditioner, washing machine and water heater were provided C1 television
with 20% discount as new year sale offer. If the selection of the washing machine
C2
above products by the three customers C1, C2, C3 is considered air conditioner
C3 water heater
as a function then the following diagram (Fig.1.27) will represent
an into function. Fig. 1.27
During winter season customers usually do not prefer buying air conditioner. Here
air conditioner is not chosen by any customer. This is an example of into function.
Illustration 13
Let A = {1,2,3,} and B = {w, x , y, z } , f = {(1, w ),(2, z ),(3,x )}
A f B
Here, range of f = {w, x , z } ⊂ B (Fig.1.28) w
1 x
∴ f is a into function. 2 y
Note that y Î B is not an image of any element in A. 3 z
Fig. 1.28
1.7.5 Bijection
from one form to an other form and receiving back the required information is called
bijection. This process is widely used in the study of secret codes called cryptography.
Illustration 14
Onto Into
A f B A f B
1 1 a
a b
2 b 2 c
3 3 d
c e
4 4 f
Fig. 1.33 Fig. 1.34
To determine whether the given function is one–one or not the following test may help us.
1.7.6 Horizontal Line Test
Previously we have seen the vertical line test. Now let us see the horizontal line test.
“A function represented in a graph is one–one, if every horizontal line intersects the curve
in at most one point”.
Example 1.12 Using horizontal line test (Fig.1.35 (a), 1.35 (b), 1.35 (c)), determine which
of the following functions are one – one.
Y Y
Y
P P
X′ O X X′ O X
X′ O X P Q
Y¢ Y¢
Y¢
Fig. 1.35(b) Fig. 1.35(c)
Fig. 1.35(a)
Solution The curves in Fig.1.35 (a) and Fig.1.35 (c) represent a one–one function as the
horizontal lines meet the curves in only one point P.
The curve in Fig. 1.35 (b) does not represent a one–one function, since, the horizontal
line intersects the curve at two points P and Q.
Activity 3
Check whether the following curves represent a function. In the case of a function,
check whether it is one-one? (Hint: Use the vertical and the horizontal line tests)
Y
(i) Y
(ii) (iii) Y
X′ X X′ X
X′ X
O O O
Y¢ Y¢ Y¢
Y Y Y
(iv) (v) (vi)
X′ X X′ X X′ X
O O O
Y¢ Y¢ Y¢
Illustration 17
Progress Check
For a given value of x = a , find out the interval at which the point a is located, there
after find f (a ) using the particular value defined in that interval.
(i) First, we see that, x = 4 lie in the third interval.
∴ f (x ) = 3x − 2 ; f (4) = 3(4) – 2 = 10
(ii)
x = −2 lies in the second interval.
∴ f (x ) = x 2 – 2 ; f (−2) = (−2)2 – 2 = 2
∴ f (x ) = x 2 – 2 ⇒ f (1) = 12 – 2 = −1
Exercise 1.4
1. Determine whether the graph given below represent functions. Give reason for your
answers concerning each graph.
O O O X′
O X
X′ X X′ X X′ X
Y¢ Y¢ Y¢ Y¢
7. In each of the following cases state whether the function is bijective or not. Justify
your answer.
(i) f : ® defined by f (x ) = 2x + 1 (ii) f : ® defined by f (x ) = 3 – 4x 2
12. The function ‘t’ which maps temperature in Celsius (C) into temperature in
9
Fahrenheit (F) is defined by t(C ) = F where F = C + 32 . Find,
5
(i) t(0) (ii) t(28) (iii) t(-10)
(iv) the value of C when t(C ) = 212
(v) the temperature when the Celsius value is equal to the Farenheit value.
Relations and Functions 25
Definition f g
f (x ) = 2x 2 − 5x + 3 = f2 (x )
= f1 f2 (x ) = f1 f2 (x )
Then,
( f g ) h(x ) = ( f g )(h(x )) = ( f g )(3x ) = 5 − 4(3x ) = 5 − 12x ....(1)
(g h )(x ) = g(h(x )) = g(3x ) = 1 − 2(3x ) = 1 − 6x
⇒ f (g h )(x ) = f (1 − 6x ) = 2(1 − 6x ) + 3 = 5 − 12x ....(2)
From (1) and (2), we get ( f g ) h = f (g h )
Progress Check
State your answer for the following questions by selecting the correct option.
1. Composition of functions is commutative
(a) Always true (b) Never true (c) Sometimes true
2. Composition of functions is associative
(a) Always true (b) Never true (c) Sometimes true
Activity 4
Given that h(x ) = f g(x ) , fill in the table for h(x )
How to find h(1) ?
x f(x) x g(x) x h(x)
h(x ) = f g(x )
1 2 1 2 1 3
2 3 2 4 2 -
h(1) = f g(1)
3 1 3 3 3 -
= f (2) = 3
4 4 4 1 4 -
∴ h(1) = 3
function f (x ) = x 3
2
1
0
X′ -4 -3 -2 -1 1 2 3 4 X
-1
-2 f (x ) = x
-3
-4
Y¢
Fig. 1.44
2 Additive inverse f : ® defined by 4
Y
function f (x ) = −x 3
2
1
0
X′ -4 -3 -2 -1 1 2 3 4 X
-1
-2
-3
-4 f (x ) = −x
Y¢
Fig. 1.45
Y
1.10.2 Modulus or Absolute valued Function 5
y =| x |
4
f : → [0, ∞) defined by f (x ) =| x | 3
2
x ; x ≥ 0 –x x
= 1
−x ; x < 0
0
X′ -4 -3 -2 -1 1 2 3 4 X
-1
-2
-3
Y¢
Fig. 1.46
Relations and Functions 29
X′ O X
Y′
Fig. 1.47(a)
Y
f : ® defined by f (x ) = −x 2 , x ∈ . O
X′ X
f (x ) ∈ (−∞, 0]
Y′
Fig. 1.47(b)
A function f : ® defined by f (x ) = c, ∀ x Î
is called a constant function (Fig.1.50). O
x1 x2 X
Fig. 1.50
Progress Check
Exercise 1.5
1. Using the functions f and g given below, find f g and g f . Check whether
f g =g f .
2
(i) f (x ) = x − 6, g(x ) = x 2 (ii) f (x ) = , g(x ) = 2x 2 − 1
x
x +6
(iii) f (x ) = , g(x ) = 3 − x (iv) f (x ) = 3 + x , g(x ) = x − 4
3
(v) f (x ) = 4x 2 − 1, g(x ) = 1 + x
9. Let f = {(−1, 3), (0, −1), (2, −9)} be a linear function from into . Find f (x).
10. In electrical circuit theory, a circuit C(t) is called a linear circuit if it satisfies the
superposition principle given by C (at1 + bt2 ) = aC (t1 ) + bC (t2 ) , where a, b are
constants. Show that the circuit C (t ) = 3t is linear.
Exercise 1.6
14. If g = {(1, 1),(2, 3),(3, 5),(4, 7)} is a function given by g(x ) = αx + β then the values of
a and b are
(A) (–1,2) (B)(2, –1) (C) (–1, –2) (D) (1,2)
Unit Exercise - 1
1. If the ordered pairs (x 2 − 3x , y 2 + 4y ) and (-2, 5) are equal, then find x and y.
2. The cartesian product A×A has 9 elements among which (–1, 0) and (0, 1) are found.
Find the set A and the remaining elements of A×A.
x − 1 x ≥ 1
3. Given that f (x ) = . Find
4 x < 1
(i) f (0) (ii) f (3) (iii) f (a + 1) in terms of a.(Given that a ³ 0 )
4. Let A = {9, 10, 11, 12, 13, 14, 15, 16, 17} and let f : A ® N be defined by f (n ) = the highest
prime factor of n Î A . Write f as a set of ordered pairs and find the range of f.
Relations and Functions 33
7. Let A = {1, 2} and B = {1, 2, 3, 4} , C = {5, 6} and D = {5, 6, 7, 8} . Verify whether A×C
is a subset of B×D?
x −1 1
8. If f (x ) = , x ≠ −1 show that f ( f (x )) = − , provided x ¹ 0 .
x +1 x
x −2
9. The functions f and g are defined by f (x ) = 6x + 8; g(x ) =
3
1
(i) Calculate the value of gg
2
(ii) Write an expression for gf (x ) in its simplest form.
Points to Remember
zz The Cartesian Product of A with B is defined as A × B = {(a, b) | for all a Î A,
b Î B}
zz A relation R from A to B is always a subset of A ´ B . That is R ⊆ A × B
zz A relation R from X to Y is a function if for every x Î X there exists only one y Î Y .
zz A function can be represented by
zz Linear function f (x ) = ax + b , a ¹ 0
zz Quadratic function f (x ) = ax 2 + bx + c , a ¹ 0
zz Cubic function f (x ) = ax 3 + bx 2 + cx + d , a ¹ 0
ICT CORNER
ICT 1.1
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. GeoGebra work
book named “Relations and Functions–X” will open. In the left side of the work book there are many
activity related to Relations and Functions chapter. Select the work sheet “Functions Identification”
Step 2: In the given worksheet click on the check boxes corresponding to each function on left hand
side. You can see the graph of respective function on Right hand side. Analyse each graph and then
click “New Functions” and continue till you understand.
Step 1 Step 2 Expected results
ICT 1.2
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. GeoGebra work
book named “Relations and Functions–X” will open. In the left side of the work book there are many
activity related to Relations and Functions chapter. Select the work sheet “Composition of Functions”
Step 2: In the given worksheet click on the check boxes corresponding to each function on left hand
side. You can see the graph of respective function on Right hand side. Analyse each graph and then
click “New Functions” and continue till you understand.
Step 1 Step 2 Expected results
https://www.geogebra.org/m/jfr2zzgy#chapter/356191
or Scan the QR Code.
Learning Outcomes
zz To study the concept of Euclid’s Division Lemma.
zz To understand Euclid’s Division Algorithm.
zz To find the LCM and HCF using Euclid’s Division Algorithm.
zz To understand the Fundamental Theorem of Arithmetic.
zz To understand the congruence modulo ‘n’, addition modulo ‘n’ and
multiplication modulo ‘n’.
zz To define sequence and to understand sequence as a function.
zz To define an Arithmetic Progression (A.P.) and Geometric Progression (G.P.).
zz To find the n th term of an A.P. and its sum to n terms.
zz To find the n th term of a G.P. and its sum to n terms.
zz To determine the sum of some finite series such as å n , å n 2 , å n 3 .
Note
¾¾ The above lemma is nothing but a restatement of the long division process, the integers
q and r are called quotient and remainder respectively.
¾¾ When a positive integer is divided by 2 the remainder is either 0 or 1. So, any positive
integer will of the form 2k, 2k+1 for some integer k.
Euclid’s Division Lemma can be generalised to any two integers.
Generalised form of Euclid’s division lemma
If a and b are (b ¹ 0) any two integers then there exist unique integers q and r such
that a �=bq
� +�r , where 0 ≤r <b
Example 2.2 Find the quotient and remainder when a is divided by b in the following
cases (i) a = −12 , b = 5 (ii) a = 17 , b = −3 (iii) a = −19 , b = −4
Solutions
Thinking Corner
(i) a = −12 , b = 5
When a positive integer is divided by 3
By Euclid’s division lemma
1. What are the possible remainders?
a = bq + r , where 0 ≤ r < b
2. In which form can it be written?
−12 = 5 × (−3) + 3 0≤r < 5
Therefore, Quotient q = −3, Remainder r = 3
(ii)
a = 17 b = −3
By Euclid’s division lemma Progress Check
a = bq + r , where 0 ≤ r < b
17 = (−3) × (−5) + 2 , 0 ≤ r < −3 Find q and r for the following pairs of
integers a and b satisfying a = bq + r .
Therefore Quotient q = −5,
1. a = 13, b = 3
Remainder r = 2
2. a = 18, b = 4
(iii)
a = −19, b = −4 3. a = 21, b = –4
By Euclid’s division lemma 4. a = –32, b = –12
a = bq + r , where 0 ≤ r < b 5. a = –31, b = 7
−19 = (−4) × (5) + 1 , 0 ≤ r < −4
Therefore Quotient q = 5, Remainder r = 1 .
38 10th Standard Mathematics
Note
¾¾ The above algorithm will always produce remainder zero at some stage. Hence the
algorithm should terminate.
¾¾ Euclid’s Division Algorithm is a repeated application of Division Lemma until we get
zero remainder.
¾¾ Highest Common Factor (HCF) of two positive numbers is denoted by (a,b).
¾¾ Highest Common Factor (HCF) is also called as Greatest Common Divisor (GCD).
Illustration 1
Using the above Algorithm, let us find HCF of two given positive integers. Let a = 273
and b = 119 be the two given positive integers such that a > b .
We start dividing 273 by 119 using Euclid’s division lemma.
we get, 273 = 119 × 2 + 35 …(1)
The remainder is 35 ¹ 0 .
Therefore, applying Euclid’s Division Algorithm to the divisor 119 and remainder 35.
we get,
119 = 35 × 3 + 14 …(2)
The remainder is 14 ¹ 0 .
Applying Euclid’s Division Algorithm to the divisor 35 and remainder 14.
we get, 35 =14 ×2 +7 …(3)
The remainder is 7 ≠ 0.
Applying Euclid’s Division Algorithm to the divisor 14 and remainder 7.
we get, 14 =7 × 2 +0 …(4)
The remainder at this stage = 0 .
The divisor at this stage = 7 .
Therefore, Highest Common Factor of 273, 119 = 7.
Example 2.4 If the Highest Common Factor of 210 and 55 is expressible in the form
55x - 325 , find x.
Solution Using Euclid’s Division Algorithm, let us find the HCF of given numbers
210 = 55 × 3 + 45
55 = 45 × 1 + 10
45 = 10 × 4 + 5
10 = 5 × 2 + 0
The remainder is zero.
So, the last divisor 5 is the Highest Common Factor (HCF) of 210 and 55.
HCF is expressible in the form 55x − 325 = 5
⇒ 55x = 330
x = 6
40 10th Standard Mathematics
441 = 126 × 3 + 63
126 = 63 × 2 + 0
Activity 1
This activity helps you to find HCF of two positive numbers. We first observe the
following instructions.
(i) Construct a rectangle whose length and breadth are the given numbers.
(ii) T
ry to fill the rectangle using small squares.
(iii) Try with 1 × 1 square; Try with 2 × 2 square; Try with 3 ´ 3 square and so on.
(iv) The side of the largest square that can fill the whole rectangle without any
gap will be HCF of the given numbers.
(v) Find the HCF of (a) 12,20 (b) 16,24 (c) 11,9
Theorem 3
If a and b are two positive integers with a > b then G.C.D of (a,b) = GCD of (a - b, b) .
Activity 2
This is another activity to determine HCF of two given positive integers.
(i) From the given numbers, subtract the smaller from the larger number.
(ii) From the remaining numbers, subtract smaller from the larger.
(iii) Repeat the subtraction process by subtracting smaller from the larger.
(v) The number representing equal numbers obtained in step (iv), will be the
HCF of the given numbers.
Exercise 2.1
...
...
...
...
...
In general, we conclude that
q q q q
given a composite number N, we p1 p2 p3 p4 ...
q
1 2 3 4
pn n
numbers.
First, we try to factorize N into its factors. If all the
Thinking Corner
factors are themselves primes then we can stop. Otherwise,
we try to further split the factors which are not prime. Is 1 a prime number?
Continue the process till we get only prime numbers.
Illustration
Progress Check
For example, if we try to factorize
32760 we get 1. Every natural number except ______
can be expressed as ______.
32760 = 2 × 2 × 2 × 3 × 3 × 5 × 7 × 13
2. In how many ways a composite
= 23 × 32 × 51 × 71 × 131
number can be written as product of
Thus, in whatever way we try to power of primes?
factorize 32760, we should finally get three
3. The number of divisors of any prime
2’s, two 3’s, one 5, one 7 and one 13. number is ______.
The fact that “Every composite number
can be written uniquely as the product of power of primes” is called Fundamental
Theorem of Arithmetic.
Activity 3
1. For what values of natural number n, 4n can end with the digit 6?
2. If m, n are natural numbers, for what values of m, does 2n ´ 5m ends in 5?
3. Find the HCF of 252525 and 363636.
4. If 13824 = 2a × 3b then find a and b.
5. If p1x × p2x × p3x × p4x = 113400 where p1, p2 , p3 , p4 are primes in ascending order and
1 2 3 4
Therefore, 8 º 0 (mod 4) 6
Fig.2.7
Illustration 2
To find -5 (mod 3) 3
With a modulus of 3 (since the possible remainders are 0, 1, 2)
we make a diagram like a clock with numbers 0, 1, 2. 0
We start at 0 and go through 5 numbers in anti-clockwise 2 1
2
1 5
sequence 2, 1, 0, 2, 1. After doing so cyclically, we end at 1.
4
Therefore, −5 ≡ 1 (mod 3)
Fig.2.8
2.5.2 Connecting Euclid’s Division lemma and Modular Arithmetic
Let m and n be integers, where m is positive. Then by Euclid’s division lemma, we can
write n = mq + r where 0 ≤ r < m and q is an integer. Instead of writing n = mq + r we
can use the congruence notation in the following way.
We say that n is congruent to r modulo
m, if n = mq + r for some integer q. Progress Check
n = mq + r 1. Two integers a and b are congruent
n–r = mq modulo n if ___________.
2. The set of all positive integers which
n–r º 0 (mod m) leave remainder 5 when divided by
n º r (mod m) 7 are ___________.
Thus the equation n = mq + r through Euclid’s Division lemma can also be written
as n º r (mod m).
Numbers and Sequences 47
Illustration 3
If 17 º 4 (mod 13) and 42 º 3 (mod 13) then from theorem 5,
59 º 7 (mod 13)
(ii)
17 - 42 ≡ 4 − 3 (mod 13)
(iii)
17 ´ 42 ≡ 4 × 3 (mod 13)
Progress Check
2. If 59 º3 (mod 7), 46 º4 (mod 7) then 105 º _______ (mod 7),
13 º _______ (mod 7), 413 º _______ (mod 7), 368 ≡ _______ (mod 7).
15k + 1
x=
3
1
x = 5k +
3
1
5k is an integer, 5k + cannot be an integer.
3
So there is no integer solution.
Example 2.17 A man starts his journey from Chennai to Delhi by train. He starts at 22.30
hours on Wednesday. If it takes 32 hours of travelling time and assuming that the train is
not late, when will he reach Delhi?
Example 2.18 Kala and Vani are friends. Kala says, “Today is my birthday” and she
asks Vani, “When will you celebrate your birthday?” Vani replies, “Today is Monday
and I celebrated my birthday 75 days ago”. Find the day when Vani celebrated her
birthday.
Solution Let us associate the numbers 0, 1, 2, 3, 4, 5, 6 to represent the weekdays from
Sunday to Saturday respectively.
Vani says today is Monday. So the number for Monday is 1. Since Vani’s birthday was
75 days ago, we have to subtract 75 from 1 and take the modulo 7, since a week contain 7
days.
–74 (mod 7) º –4 (mod 7) º 7–4 (mod 7) º 3 (mod 7)
( −74 – 3 = −77 is divisible by 7)
Thus, 1 − 75 ≡ 3 (mod 7)
The day for the number 3 is Wednesday.
Therefore, Vani’s birthday must be on Wednesday.
Exercise 2.3
1. Find the least positive value of x such that
(i) 71 º x (mod 8) (ii) 78 + x ≡ 3 (mod 5) (iii) 89 ≡ (x + 3) (mod 4)
x
(iv) 96 º (mod 5) (v) 5x º 4 (mod 6)
7
2. If x is congruent to 13 modulo 17 then 7x - 3 is congruent to which number modulo 17?
3. Solve 5x º 4 (mod 6)
4. Solve 3x − 2 ≡ 0 (mod 11)
5. What is the time 100 hours after 7 a.m.?
6. What is the time 15 hours before 11 p.m.?
7. Today is Tuesday. My uncle will come after 45 days. In which day my uncle will be
coming?
8. Prove that 2n + 6 × 9n is always divisible by 7 for any positive integer n.
9. Find the remainder when 281 is divided by 17.
2.6 Sequences
Definition
A real valued sequence is a function defined on the set of natural numbers and
taking real values.
Each element in the sequence is called a term of the sequence. The element in the
first position is called the first term of the sequence. The element in the second position
is called second term of the sequence and so on.
If the n th term is denoted by an , then a1 is the first term, a2 is the second term, and so on.
A sequence can be written as a1, a2 , a 3 ,..., an ,...
Illustration
1. 1,3,5,7,... is a sequence with general term an = 2n − 1 . When we put n = 1, 2, 3,..., we
get a1 =1, a2 = 3, a 3 = 5, a 4 = 7,...
1 1 1 1 1
2. , , , ,... is a sequence with general term . When we put n = 1,2,3,.... we get
2 3 4 5 n +1
1 1 1 1
a1 = , a2 = , a 3 = , a 4 = ,...
2 3 4 5
If the number of elements in a sequence is finite then it is called a Finite sequence.
If the number of elements in a sequence is infinite then it is called an Infinite sequence.
52 10th Standard Mathematics
Progress Check
In the above sequence the numerators are same and the denominator is increased by 4.
1 1
So the next three terms are a 5 = =
14 + 4 18
Note
1 1
a 6 = = Though all the sequences
18 + 4 22
are functions, not all the
1 1 functions are sequences.
a 7 = =
22 + 4 26
Here each term is decreased by 3. So the next three terms are -7, -10, -13 .
1 2 3
(ii) , , ,...
2 3 4
1 2 3
a1 = ; a 2 = ; a 3 =
2 3 4
We see that the numerator of nth term is n, and the denominator is one
n
more than the numerator. Hence, an = ,n ∈
n +1
(iii) 5, -25, 125,...
The terms of the sequence have + and – sign alternatively and also they are
in powers of 5.
So the general term an = (−1)n +1 5n , n ∈
Example 2.22 Find the first five terms of the following sequence.
an −1
a1 = 1 , a 2 = 1 , a n = ; n ≥ 3, n ∈
an −2 + 3
Solution The first two terms of this sequence are given by a1 = 1 , a2 = 1 . The third term
a3 depends on the first and second terms.
(ii) C
an we find the difference between the successive numbers?
5 − 3 = 7 − 5 = 9 − 7 = 2
Therefore, the difference between successive numbers is always 2.
t3 = a + 2d = a + (3 − 1)d , t4 = a + 3d = a + (4 − 1)d , . . .
In an AP, nth term is, tn = a + (n − 1)d , here, a is the first term, d is the common difference.
Progress Check
Activity 4
There are five boxes here. You have to pick one number from each box and form five
Arithmetic Progressions.
8 6 14 1 26 3.5 20 11 32 8.5
–8 40 –14 –11 –2
12 85 –5 2 7 55 –3 70 17 100
Example 2.25 Find the 15th , 24th and n th term (general term) of an A.P. given by 3, 15,
27, 39,…
Solution We have, first term = a = 3 and common difference = d = 15 − 3 = 12 .
We know that n th term (general term) of an A.P. with first term a and common
difference d is given by tn = a + (n − 1)d
t15 =a +(15 − 1)d = a + 14d = 3 + 14 (12) = 171
(Here a = 3 and d = 12)
t24 = a + (24 − 1)d =a +23d =3 +23(12) = 279
The n th (general term) term is given by tn = a + (n − 1) d
Thus, tn = 3 + (n − 1)12
tn = 12n − 9
Example 2.26 Find the number of terms in the A.P. 3, 6, 9, 12,…, 111.
Solution
Progress Check
First term a = 3 ; common difference
d = 6 − 3 = 3 ; last term l = 111 1. The common difference of a
l − a constant A.P. is _______.
We know that, n = + 1 2. If a and l are first and last terms of
d
an A.P. then the number of terms is
111 − 3
n = + 1 = 37 _______.
3
Thus the A.P. contain 37 terms.
Example 2.27 Determine the general term of an A.P. whose 7th term is −1 and 16th term
is 17.
Solution Let the A.P. be t1, t2 , t3 , t4 ,...
Example 2.28 If l th , m th and nth terms of an A.P. are x, y, z respectively, then show that
(i) x (m − n ) + y (n − l ) + z (l − m ) = 0 (ii) (x − y )n + (y − z )l + (z− x )m = 0
Solution (i) Let a be the first term and d be the common difference. It is given that
tl = x , tm = y, tn = z
(ii) On subtracting equation (2) from equation (1), equation (3) from equation (2)
and equation (1) from equation (3), we get
x − y = (l − m )d
y − z = (m − n )d
z − x = (n − l )d
(x − y )n + (y − z )l + (z − x )m = [(l − m )n + (m − n )l + (n − l )m ]d
= ln − mn + lm − nl + nm − lm d = 0
Note
In an Arithmetic Progression
¾¾ If every term is added or subtracted by a constant, then the resulting sequence is also
an A.P.
¾¾ If every term is multiplied or divided by a non-zero number, then the resulting sequence
is also an A.P.
¾¾ If the sum of three consecutive terms of an A.P. is given, then they can be taken as
a - d, a and a + d . Here the common difference is d.
¾¾ If the sum of four consecutive terms of an A.P. is given then, they can be taken as
a - 3d , a - d , a + d and a + 3d . Here common difference is 2d.
Example 2.29 In an A.P., sum of four consecutive terms is 28 and the sum of their squares
is 276. Find the four numbers.
Solution Let us take the four terms in the form (a - 3d ), (a - d ), (a + d ) and (a + 3d ) .
Since, sum of the four terms is 28,
a − 3d + a − d + a + d + a + 3d = 28
4a = 28 ⇒ a = 7
Similarly, since sum of their squares is 276,
(a − 3d )2 + (a − d )2 + (a + d )2 + (a + 3d )2 = 276.
a 2 − 6ad + 9d 2 + a 2 − 2ad + d 2 + a 2 + 2ad + d 2 + a 2 + 6ad + 9d 2 = 276
4a 2 +20d 2 =276 ⇒ 4(7)2 + 20d 2 = 276.
d 2 = 4 ⇒ d = ± 4 then, d = ± 2
Example 2.30 A mother divides ₹207 into three parts such that the amount are in A.P.
and gives it to her three children. The product of the two least amounts that the children
had ₹4623. Find the amount received by each child.
Solution Let the amount received by the three children be in the form of A.P. is given by
a - d , a, a + d . Since, sum of the amount is ₹207, we have
(a − d ) + a + (a + d ) = 207
3a = 207 ⇒ a = 69
It is given that product of the two least amounts is 4623.
(a − d )a = 4623
(69 − d )69 = 4623
d =2
Therefore, amount given by the mother to her three children are
₹(69−2), ₹69, ₹(69+2). That is, ₹67, ₹69 and ₹71.
Progress Check
1. If every term of an A.P. is multiplied by 3, then the common difference of the new
A.P. is _______.
2. Three numbers a, b and c will be in A.P. if and only if _______.
Exercise 2.5
7. If nine times ninth term is equal to the fifteen times fifteenth term, show that six
times twenty fourth term is zero.
9. Find x, y and z, given that the numbers x, 10, y, 24, z are in A.P.
10. In a theatre, there are 20 seats in the front row and 30 rows were allotted. Each
successive row contains two additional seats than its front row. How many seats are
there in the last row?
11. The sum of three consecutive terms that are in A.P. is 27 and their product is 288.
Find the three terms.
12. The ratio of 6th and 8th term of an A.P. is 7:9. Find the ratio of 9th term to 13th term.
13. In a winter season let us take the temperature of Ooty from Monday to Friday to be
in A.P. The sum of temperatures from Monday to Wednesday is 0° C and the sum of
the temperatures from Wednesday to Friday is 18° C. Find the temperature on each
of the five days.
14. Priya earned ₹15,000 in the first month. Thereafter her salary increased by ₹1500 per
year. Her expenses are ₹13,000 during the first year and the expenses increases by
₹900 per year. How long will it take for her to save ₹20,000 per month.
2.8 Series
The sum of the terms of a sequence is called series. Let a1, a2, a 3,..., an ,... be the sequence
of real numbers. Then the real number a1 + a2 + a3 + is defined as the series of real
numbers.
If a series has finite number of terms then it is called a Finite series. If a series has
infinite number of terms then it is called an Infinite series. Let us focus our attention only
on studying finite series.
Note
If the first term a, and the last term l ( n th term) are given then
n n
Sn = 2a + (n − 1)d = a + a + (n − 1)d (
l = a + (n − 1)d )
2 2
n
Sn = [a + l ] .
2
Progress Check
1 1 3
Example 2.31 Find the sum of first 15 terms of the A. P. 8, 7 , 6 , 5 ,...
4 2 4
1 3
Solution Here the first term a = 8, common difference d = 7 − 8 = − ,
4 4
n
Sum of first n terms of an A.P. Sn = 2a + (n − 1)d
2
15 3
S15 = 2 × 8 + (15 − 1)(− )
2 4
15 21 165
S15 = 16 − =
2 2 4
Example 2.33 How many terms of the series 1 + 5 + 9 + ... must be taken so that their
sum is 190?
Solution Here we have to find the value of n, such that Sn = 190.
First term a = 1, common difference d = 5 − 1 = 4 .
Sum of first n terms of an A.P.
n Thinking Corner
Sn = [2a + (n − 1)d ] = 190
2 The value of n must be
n
[2 × 1 + (n − 1) × 4 ] = 190 positive. Why?
2
n[4n - 2] = 380
2n 2 - n - 190 = 0
(n − 10)(2n + 19) = 0
19
But, n = 10 as n = − is impossible. Therefore, n = 10 .
2
Progress Check
1. The nth term of any A.P. is of the form pn+q where p and q are some constants.
2. The sum to nth term of any A.P. is of the form pn2+qn + r where p, q, r are some
constants.
Example 2.34 The 13th term of an A.P. is 3 and the sum of first 13 terms is 234. Find the
common difference and the sum of first 21 terms.
Example 2.36 Find the sum of all natural numbers between 300 and 600 which are
divisible by 7.
Solution The natural numbers between 300 and 600 which are divisible by 7 are 301, 308,
315, …, 595.
The sum of all natural numbers between 300 and 600 is 301 + 308 + 315 + + 595 .
The terms of the above series are in A.P.
First term a = 301 ; common difference d = 7 ; Last term l = 595.
l − a 595 − 301
n = + 1 =
+ 1 = 43
d 7
n 43
Sn = [a + l ] , we have S 43 = [301 + 595]= 19264.
2 2
Example 2.37 A mosaic is designed in the shape of an
equilateral triangle, 12 ft on each side. Each tile in the mosaic
is in the shape of an equilateral triangle of 12 inch side. The
tiles are alternate in colour as shown in the figure. Find the
12
the mosaic.
t.
Example 2.38 The houses of a street are numbered from 1 to 49. Senthil’s house is
numbered such that the sum of numbers of the houses prior to Senthil’s house is equal to
the sum of numbers of the houses following Senthil’s house. Find Senthil’s house number?
Solution Let Senthil’s house number be x.
It is given that 1 + 2 + 3 + + (x − 1) = (x + 1) + (x + 2) + + 49
1 + 2 + 3 + + (x − 1) = 1 + 2 + 3 + + 49 − 1 + 2 + 3 + + x
x −1 49 x
1 + (x − 1) =
1 + 49 − 1 + x
2 2 2
x (x - 1) 49 × 50 x (x + 1)
= −
2 2 2
x - x = 2450 − x − x ⇒ 2x 2 = 2450
2 2
x 2 = 1225 ⇒ x = 35
Therefore, Senthil’s house number is 35.
Example 2.39 The sum of first n, 2n and 3n terms of an A.P. are S1, S 2 and S3 respectively.
Prove that S 3 = 3(S 2 − S1 ) .
Solution If S1, S 2 and S3 are sum of first n, 2n and 3n terms of an A.P. respectively then
n , S = 2n 2a + (2n − 1)d , S = 3n 2a + (3n − 1)d
S1 = 2a + (n − 1)d
2 2
2 3
2
2n n
Consider, S 2 - S1 =
2a + (2n − 1)d − 2a + (n − 1)d
2 2
n
= [4a + 2(2n − 1)d ] − [2a + (n − 1)d ]
2
n Thinking Corner
S 2 - S1 = × 2a + (3n − 1)d
2
1. What is the sum of first
3n
3(S 2 - S1 ) = 2a + (3n − 1)d n odd natural numbers?
2
2. What is the sum of first
3(S 2 - S1 ) = S 3 n even natural numbers?
66 10th Standard Mathematics
2. How many consecutive odd integers beginning with 5 will sum to 480?
3. Find the sum of first 28 terms of an A.P. whose nth term is 4n - 3 .
4. The sum of first n terms of a certain series is given as 2n 2 - 3n . Show that the series
is an A.P.
5. The 104th term and 4th term of an A.P. are 125 and 0. Find the sum of first 35 terms.
6. Find the sum of all odd positive integers less than 450.
7. Find the sum of all natural numbers between 602 and 902 which are not divisible by 4.
8. Raghu wish to buy a laptop. He can buy it by paying ₹40,000 cash or by giving it in
10 installments as ₹4800 in the first month, ₹4750 in the second month, ₹4700 in the
third month and so on. If he pays the money in this fashion, find
(i) total amount paid in 10 installments.
(ii) how much extra amount that he has to pay than the cost?
9. A man repays a loan of ₹65,000 by paying ₹400 in the first month and then increasing
the payment by ₹300 every month. How long will it take for him to clear the loan?
10. A brick staircase has a total of 30 steps. The bottom step requires 100 bricks. Each
successive step requires two bricks less than the previous step.
(i) How many bricks are required for the top most step?
(ii) How many bricks are required to build the stair case?
11. If S1, S 2 , S 3 ,..., Sm are the sums of n terms of m A.P.’s whose first terms are 1, 2, 3,...,m
and whose common differences are 1, 3, 5,...,(2m - 1) respectively, then show that
1
S1 + S 2 + S 3 + + S m = mn(mn + 1) .
2
a − b 3a − 2b 5a − 3b
12. Find the sum + + + to 12 terms .
a + b a + b a+b
2.9 Geometric Progression
In the diagram given in Fig.2.13, D DEF is formed by joining the mid points of the
sides AB, BC and CA of D ABC. Then the size of the triangle D DEF is exactly one-fourth
of the size of D ABC. Similarly D GHI is also one-fourth of D DEF and so on. In general,
the successive areas are one-fourth of the previous areas.
Definition
A Geometric Progression is a sequence in which each term is obtained by multiplying a
fixed non-zero number to the preceding term except the first term. The fixed number is
called common ratio. The common ratio is usually denoted by r.
We try to find a formula for n th term or general term of Geometric Progression (G.P.)
whose terms are in the common ratio.
Progress Check
Since the ratios between successive terms are not equal, the sequence 7, 14, 21,
28, … is not a Geometric Progression.
1
(ii) , 1, 2, 4, ...
2
t2 1 t3 2 t4 4
= = 2; = = 2 ; = =2
t1 1
2
t2 1 t3 2
(iii)
5, 25, 50, 75,... Thinking Corner
t2 25 t3 50 t 75 3 Is the sequence
= = 5; = = 2; 4 = = 2 22
t1 5 t2 25 t3 50 2 2, 22 , 22 , 22 ,... is a G.P. ?
Since the ratios between successive terms are not equal, the sequence
5, 25, 50, 75,... is not a Geometric Progression.
Example 2.41 Find the geometric progression whose first term and common ratios are
given by (i) a = −7 , r = 6 (ii) a = 256 , r = 0.5
Solution (i) The general form of Geometric progression is a, ar, ar 2 ,...
a = −7 , ar = −7 × 6 = −42 , ar 2 = −7 × 62 = −252
Therefore the required Geometric Progression is −7, − 42, − 252,...
(ii) The general form of Geometric progression is a, ar, ar 2 ,...
a = 256 , ar = 256 × 0.5 = 128 , ar 2 = 256 × (0.5)2 = 64
Therefore the required Geometric progression is 256, 128, 64,....
Progress Check
1. If first term = a, common ratio = r, then find the value of t9 and t27.
1 1
2. In a G.P. if t1 = and t2 = then the common ratio is ______.
5 25
Exercise 2.7
Progress Check
Note
1. A series whose terms are in Geometric progression
The above formula for sum of is called _______.
first n terms of a G.P. is not
applicable when r = 1 . 2. When r = 1 , the formula for finding sum to n
terms of a G.P. is ______.
If r = 1 , then
Sn = a + a + a + + a = na 3. When r ¹ 1 , the formula for finding sum to n
terms of a G.P. is ______.
Numbers and Sequences 73
Hence, S 8 =
1 (−3)8 − 1
=
(
6561 − 1
= −1640
)
(−3) − 1 −4
Example 2.47 Find the first term of a G.P. in which S 6 = 4095 and r = 4 .
Solution Common ratio = 4 > 1 , Sum of first 6 terms S 6 = 4095
a(r n − 1)
Hence,
= 4095 S6 =
r −1
a(46 − 1) 4095
r = 4, = 4095 ⇒ a × = 4095
4 −1 3
First term a = 3 .
Example 2.48 How many terms of the series 1 + 4 + 16 + make the sum 1365?
Solution Let n be the number of terms to be added to get the sum 1365
4
a = 1, r = = 4>1
1
a(r n - 1)
Sn = 1365 ⇒ = 1365
r -1
1(4n - 1)
= 1365 so, (4n − 1) = 4095
4 -1
4n = 4096 then 4n = 46 Progress Check
n =6
1 1. Sum to infinite number of terms
Example 2.49 Find the sum 3 + 1 + + ...∞ of a G.P. is ___.
3
t2 1
Solution Here a = 3 , r= = 2. For what values of r, does the
t1 3
a 3 9 formula for infinite G.P. valid?
Sum of infinite terms S ∞ = = =
1−r 1 2
1−
3
Example 2.50 Find the rational form of the number 0.6666¼
Solution We can express the number 0.6666¼ as follows
0.6666… = 0.6 + 0.06 + 0.006 + 0.0006 +
We now see that numbers 0.6, 0.06, 0.006 ... form a G.P. whose first term a = 0.6 and
0.06
common ratio r = = 0.1 . Also −1 < r = 0.1 < 1
0.6
Using the infinite G.P. formula, we have
0.6 0.6 2
0.6666... = 0.6 + 0.06 + 0.006 + 0.0006 + = = =
1 − 0.1 0.9 3
2
Thus the rational number equivalent of 0.6666¼ is
3
74 10th Standard Mathematics
10 cm
10 cm
This process is continued indefinitely. Find the sum of the
areas and the sum of the perimeters of the squares formed
through this process.
10 cm
Fig.2.15
=
(
2 ) = 7875
1−r 1
1−
1 2
a 1 −
64 63
= 7875 ⇒ a × = 7875
1 32
2
7875 × 32
a =
63
a = 4000
The amount saved in the first year is ₹ 4000.
Exercise 2.8
9 27
1. Find the sum of first n terms of the G.P. (i) 5, -3, , - ,... (ii) 256,64,16,…
5 25
2. Find the sum of first six terms of the G.P. 5, 15, 45, …
3. Find the first term of the G.P. whose common ratio 5 and whose sum to first 6 terms
is 46872.
28
4. Find the sum to infinity of (i) 9 + 3 + 1 + (ii) 21 + 14 + +
3
32
5. If the first term of an infinite G.P. is 8 and its sum to infinity is then find the
3
common ratio.
6. Find the sum to n terms of the series
(i) 0.4 + 0.44 + 0.444 + to n terms (ii) 3 + 33 + 333 + to n terms
7. Find the sum of the Geometric series 3 + 6 + 12 + + 1536 .
8. Kumar writes a letter to four of his friends. He asks each one of them to copy the
letter and mail to four different persons with the instruction that they continue the
process similarly. Assuming that the process is unaltered and it costs ₹2 to mail one
letter, find the amount spent on postage when 8th set of letters is mailed.
x = n , (n + 1)2 − n 2 = 2(n ) + 1
Adding all these equations and cancelling the terms on the Left Hand side, we get,
(n + 1)2 − 12 = 2(1 + 2 + 3 + + n ) + n
n 2 + 2n = 2(1 + 2 + 3 + + n ) + n
2(1 + 2 + 3 + + n ) = n 2 + n = n(n + 1)
n(n + 1)
1+ 2 + 3 ++n =
2
2.11.2 Sum of first n odd natural numbers
1 + 3 + 5 + + (2n − 1)
It is an A.P. with a = 1 , d = 2 and l = 2n − 1
n
a + l Sn =
2
n
= 1 + 2n − 1
2
n
Sn = × 2n = n 2
2
2.11.3 Sum of squares of first n natural numbers
To find 12 + 22 + 32 + + n 2 , let us consider the identity (x + 1)3 − x 3 = 3x 2 + 3x + 1
Where x = 1, 2, 3,.....n – 1, n
x = 1 , 23 − 13 = 3(1)2 + 3(1) + 1
x = 2 , 33 − 23 = 3(2)2 + 3(2) + 1
x = 3 , 4 3 − 33 = 3(3)2 + 3(3) + 1
x = n − 1 , n 3 − (n − 1)3 = 3(n − 1)2 + 3(n − 1) + 1
x = n , (n + 1)3 − n 3 = 3n 2 + 3n + 1
Ideal Friendship
Consider the numbers 220 and 284.
Sum of the divisors of 220 (excluding 220) = 1+2+4+5+10+11+20+22+44+55+110=284
Sum of the divisors of 284 (excluding 284) =1+2+4+71+142=220.
Thus, sum of divisors of one number excluding itself is the other. Such pair of numbers
is called Amicable Numbers or Friendly Numbers.
220 and 284 are least pair of Amicable Numbers. They were discovered by Pythagoras.
We now know more than 12 million amicable pair of Numbers.
Fig.2.16 (1 + 2 + 3 + 4) Fig.2.17 (4 + 3 + 2 + 1)
Join the second triangle Thus, two copies of 1 + 2 + 3 + 4 provide a rectangle
with the first to get of size 4 ´ 5 .
We can write in numbers, what we did with pictures.
Let us write, (4 + 3 + 2 + 1) + (1 + 2 + 3 + 4) = 4 × 5
2(1 + 2 + 3 + 4) = 4 × 5
4×5
Therefore, 1 + 2 + 3 + 4 = = 10
2
In a similar, fashion, try to find the sum of first 5
natural numbers. Can you relate these answers to any of
Fig.2.18
the known formula?
1. The sum of first n natural numbers are also called Triangular Numbers
because they form triangle shapes.
2. The sum of squares of first n natural numbers are also called Square
Pyramidal Numbers because they form pyramid shapes with square base.
Thinking Corner
1. How many squares are there in a standard chess board?
2. How many rectangles are there in a standard chess board?
Here is a summary of list of some useful summation formulae which we discussed.
These formulae are used in solving summation problems with finite terms.
n
n(n + 1)
∑k = 1 + 2 + 3 ++ n =
2
k =1
n
∑ (2k − 1) = 1 + 2 + 3 + + (2n − 1) = n 2
k =1
n
n(n + 1)(2n + 1)
∑k 2
= 12 + 22 + 32 + + n 2 =
6
k =1
2
n n(n + 1)
∑k 3
= 13 + 23 + 33 + + n 3 =
2
k =1
Numbers and Sequences 79
75(75 + 1) 15(15 + 1)
= −
2 2
= 2850 − 120 = 2730
Progress Check
1. The sum of cubes of first n natural numbers is __________ of the first n natural
numbers.
2. The average of first 100 natural numbers is __________.
Here the number of terms is not given. Now we have to find the number of terms
(l − a ) (55 − 1)
using the formula, n = +1 ⇒ n = + 1 = 28
d 2
Therefore, 1 + 3 + 5 + + 55 = (28)2 = 784
Example 2.56 Find the sum of (i) 12 + 22 + + 192
(ii) 52 + 102 + 152 + + 1052 (iii) 152 + 162 + 172 + + 282
19 × (19 + 1)(2 × 19 + 1) 19 × 20 × 39
Solution (i) 12 + 22 + + 192 = = = 2470
6 6
(ii)
52 + 102 + 152 + + 1052 = 52 (12 + 22 + 32 + + 212 )
21 × (21 + 1)(2 × 21 + 1)
= 25 ×
6
25 × 21 × 22 × 43
= = 82775
6
(iii)
152 + 162 + 172 + + 282 = (12 + 22 + 32 + + 282 ) − (12 + 22 + 32 + + 142 )
28 × 29 × 57 14 × 15 × 29
= − = 7714 − 1015 = 6699
6 6
80 10th Standard Mathematics
2 2
21 × (21 + 1)
= − 8 × (8 + 1) = (231)2 − (36)2 = 52065
2 2
Example 2.58 If 1 + 2 + 3 + + n = 666 then find n.
n(n + 1) n(n + 1)
Solution Since, 1 + 2 + 3 + ... + n =, we have = 666
2 2
n 2 + n − 1332 = 0 ⇒ (n + 37)(n − 36) = 0
So, n = −37 or n = 36
But n ≠ −37 ( n is a natural number); Hence n = 36 .
Progress Check
Exercise 2.9
1. Euclid’s division lemma states that for positive integers a and b, there exist unique
integers q and r such that a = bq + r , where r must satisfy.
(A) 1 < r < b (B) 0 < r < b (C) 0 ≤ r < b (D) 0 < r ≤ b
2. Using Euclid’s division lemma, if the cube of any positive integer is divided by 9 then
the possible remainders are
(A) 0, 1, 8 (B) 1, 4, 8 (C) 0, 1, 3 (D) 1, 3, 5
3. If the HCF of 65 and 117 is expressible in the form of 65m - 117 , then the value of m is
(A) 4 (B) 2 (C) 1 (D) 3
4. The sum of the exponents of the prime factors in the prime factorization of 1729 is
(A) 1 (B) 2 (C) 3 (D) 4
5. The least number that is divisible by all the numbers from 1 to 10 (both inclusive) is
(A) 2025 (B) 5220 (C) 5025 (D) 2520
6. 74k º _____ (mod 100)
(A) 1 (B) 2 (C) 3 (D) 4
7. Given F1 = 1 , F2 = 3 and Fn = Fn −1 + Fn −2 then F5 is
(A)3 (B)5 (C)8 (D)11
8. The first term of an arithmetic progression is unity and the common difference is 4.
Which of the following will be a term of this A.P.
(A) 4551 (B) 10091 (C) 7881 (D) 13531
9. If 6 times of 6th term of an A.P. is equal to 7 times the 7th term, then the 13th term of the A.P. is
(A) 0 (B) 6 (C) 7 (D) 13
10. An A.P. consists of 31 terms. If its 16th term is m, then the sum of all the terms of
this A.P. is
31
(A) 16 m (B) 62 m (C) 31 m (D) m
2
11. In an A.P., the first term is 1 and the common difference is 4. How many terms of the
A.P. must be taken for their sum to be equal to 120?
(A) 6 (B) 7 (C) 8 (D) 9
12. If A = 265 and B = 264 + 263 + 262 + + 20 which of the following is true?
(A) B is 264 more than A (B) A and B are equal
(C) B is larger than A by 1 (D) A is larger than B by 1
82 10th Standard Mathematics
Unit Exercise - 2
Points to Remember
zz Euclid’s division lemma
If a and b are two positive integers then there exist unique integers q and r such
that a = bq + r, 0 ≤ r < b
zz Fundamental theorem of arithmetic
Every composite number can be expressed as a product of primes and this
factorization is unique except for the order in which the prime factors occur.
Numbers and Sequences 83
2
zz Geometric Progression
(i) Geometric Progression is a , ar, ar 2 ,…., ar n −1 . n th term is given by tn = ar n −1
a(r n − 1)
(ii) Sum to first n terms of an G.P. is Sn = if r ¹ 1
r −1
(iii) Suppose r =1 then Sn = na
a
(iv) Sum to infinite terms of a G.P. a + ar + ar 2 + is S ∞ = , where –1< r < 1
1−r
zz Special Series
n(n + 1)
(i) The sum of first n natural numbers 1 + 2 + 3 + + n =
2
(ii) The sum of squares of first n natural numbers
n(n + 1)(2n + 1)
12 + 22 + 32 + + n 2 =
6 2
n(n + 1)
(iii) The sum of cubes of first n natural numbers 1 + 2 + 3 + + n =
3 3 3 3
2
(iv) The sum of first n odd natural numbers 1 + 3 + 5 + + (2n − 1) = n 2
ICT CORNER
ICT 2.1
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. GeoGebra work book named “Numbers
and Sequences” will open. In the left side of the work book there are many activity related to mensuration chapter. Select the
work sheet “Euclid’s Lemma division”
Step 2: In the given worksheet Drag the point mentioned as “Drag Me” to get new set of points. Now compare the Division
algorithm you learned from textbook.
Step 1 Step 2 Expected results
ICT 2.2
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. GeoGebra work book named
“Numbers and Sequences” will open. In the left side of the work book there are many activity related to mensuration
chapter. Select the work sheet “Bouncing Ball Problem”.
Step 2: In the given worksheet you can change the height, Number of bounces and debounce ratio by typing new value. Then
click “Get Ball”, and then click “Drop”. The ball bounces as per your value entered. Observe the working given on right
hand side to learn the sum of sequence.
Step 1 Step 2 Expected results
https://www.geogebra.org/m/jfr2zzgy#chapter/356192
or Scan the QR Code.
Learning Outcomes
zz o solve system of linear equations in three
T
variables by the method of elimination
zz To find GCD and LCM of polynomials
zz To simplify algebraic rational expressions
zz To understand and compute the square root of polynomials
zz To learn about quadratic equations
zz To draw quadratic graphs
zz To learn about matrix, its types and operations on matrices
3.1 Introduction
Algebra can be thought of as the next level of study of numbers. If we need to determine
anything subject to certain specific conditions, then we need Algebra. In that sense, the
study of Algebra is considered as “Science of determining unknowns”. During third
century AD(CE) Diophantus of Alexandria wrote a monumental book titled “Arithmetica”
in thirteen volumes of which only six has survived. This book is the first source where
the conditions of the problems are stated as equations and they are eventually solved.
Diophantus realized that for many real life situation problems, the variables considered
are usually positive integers.
85
In the earlier classes, we had studied several important concepts in Algebra. In this
class, we will continue our journey to understand other important concepts which will be
of much help in solving problems of greater scope. Real understanding of these ideas will
benefit much in learning higher mathematics in future classes.
Simultaneous Linear Equations in Two Variables
Let us recall solving a pair of linear equations in two variables.
Definition
Linear Equation in two variables
Any first degree equation containing two variables x and y is called a linear
equation in two variables. The general form of linear equation in two variables x and
y is ax+by+c = 0 , where atleast one of a, b is non-zero and a, b, c are real numbers.
Note that linear equations are first degree equations in the given variables.
Note
¾¾ xy – 7 = 3 is not a linear equation in two variables since the term xy is of degree 2.
¾¾ A linear equation in two variables represent a straight line in xy plane.
Example 3.1 The father’s age is six times his son’s age. Six years hence the age of father
will be four times his son’s age. Find the present ages (in years) of the son and father.
Solution Let the present age of father be x years and
the present age of son be y years
Given, x = 6y … (1)
x + 6 = 4(y + 6) … (2)
2x–3y =6
(2) × 2 Þ 2x +2y = 2 x+y =1 2
1
-------------------------------------------------------------
−4
X′ -3 -2 -1 0 1 2 3 4 5 6 7 X
-5y = 4 Þ y = -1
5 -2 9
, − 4
5
−4 4 9 5
-4
Substituting y = in (2), x − = 1 we get, x = Y¢
5 5 5
9 −4 Fig. 3.1
Therefore, x = , y = .
5 5
3.2 Simultaneous Linear Equations in Three Variables
Right from the primitive needs of calculating amount
spent for various items in a super market, finding ages of
people under specific conditions, finding path of an object
when it is thrown upwards at an angle, Algebra plays a vital
role in our daily life.
Any point in the space can be determined uniquely
by knowing its latitude, longitude and altitude. Hence
to locate the position of an object at a particular place
situated on the Earth, three satellites are positioned to
arrive three equations. Among these three equations,
we get two linear equations and one quadratic (second
degree) equation. Hence we can solve for the variables
latitude, longitude and altitude to uniquely fix the position
of any object at a given point of time. This is the basis of Fig. 3.2
Geo-Positioning System (GPS). Hence the concept of linear equations in three variables
is used in GPS systems.
3.2.1 System of Linear Equations in Three Variables
In earlier classes, we have learnt different methods of solving Simultaneous Linear
Equations in two variables. Here we shall learn to solve the system of linear equations in
three variables namely, x, y and z. The general form of a linear equation in three variables
x, y and z is ax + by + cz + d = 0 where a, b, c, d are real numbers, and atleast one of
a, b, c is non-zero.
Note
¾¾ A linear equation in two variables of the ¾¾ A linear equation in three variables of the
form ax + by + c = 0 , represents a form ax + by + cz + d = 0 , represents a
straight line. Y plane. Z
ax+by+cz+d =0
ax
+b
y+
c
=0
O X
O
X′ X
Y ¢ Fig. 3.3(i)
Y Fig. 3.3(ii)
Y¢
Algebra 87
Example 3.3 Solve the following system of linear equations in three variables
3x – 2y + z =2 , 2x + 3y – z = 5 , x + y + z = 6 .
Solution 3x − 2y + z = 2 …(1) 2x + 3y – z = 5 …(2) x + y + z = 6 …(3)
5x + y = 7 …(4)
17x = 17 Þ x = 1
Substituting x = 1 in (4), 5 + y = 7 Þ y = 2
Substituting x = 1 , y = 2 in (3), 1 + 2 + z = 6 we get, z = 3
Therefore, x = 1, y = 2 , z = 3
Example 3.4 In an interschool atheletic meet, with total of 24 individual prices, securing
a total of 56 points, a first place secures 5 points, a second place secures 3 points, and a
third place secures 1 point. Having as many third place finishers as first and second place
finishers, find how many athletes finished in each place.
Solution Let the number of I, II and III place finishers be x , y and z respectively.
Total number of events = 24; Total number of points = 56.
Hence, the linear equations in three variables are
x + y + z = 24 …(1) 5x + 3y + z = 56 …(2) x +y = z …(3)
Substituting (3) in (1) we get, z + z = 24 Þ z = 12
∴ (3) will be, x + y = 12
(2) Þ 5x + 3y = 44
(−)
3×(3) Þ 3x + 3y = 36
2x = 8 we get, x = 4
Substituting x = 4 , z = 12 in (3) we get, y = 12 − 4 = 8
Therefore, Number of first place finishers is 4
Number of second place finishers is 8
Number of third place finishers is 12.
Example 3.5 Solve x + 2y – z = 5 ; x − y + z = −2 ; −5x − 4y + z = −11
Solution x + 2y – z =5 …(1) x – y + z =–2 …(2) –5x –4y + z = –11 …(3)
Adding (1) and (2) we get, x + 2y – z = 5
(+)
x – y + z = –2
2x + y = 3 …(4)
Algebra 89
6x + 3y =9
Dividing by 3 2x + y = 3 …(5)
Subtracting (4) and (5), 2x + y =3
2x + y =3
0 = 0
x – z = 2 … (4)
2x - 2z = 3 … (5)
2x - 2z = 3
(−)
Now, (5) −2×(4) we get, 2x - 2z = 4
0 = –1
21x + 4y = 282
(+)
(1) × 4 Þ 12x - 4y = 48
p q r 1
+ − =
2 4 3 4
q
p =
3
q 2 32
p − + 4r = 2 =
5 15 15
By simplifying we get,
6p + 3q − 4r = 3 …(1)
3p = q …(2)
Exercise 3.1
Note
If f (x ) and g(x ) are two polynomials of same degree then the polynomial carrying the
highest coefficient will be the dividend. In case, if both have the same coefficient then
compare the next least degree’s coefficient and proceed with the division.
Algebra 93
−7x 2 + 7x − 7
= −7(x 2 − x + 1)
2x 2 − 2x + 2
(−)
2x 2 − 2x + 2
0
Here, we get zero remainder.
Therefore, GCD(2x 3 − 5x 2 + 5x − 3, x 3 + x 2 − x + 2) = x 2 − x + 1 .
Example 3.11 Find the GCD of 6x 3 − 30x 2 + 60x − 48 and 3x 3 − 12x 2 + 21x − 18 .
Solution Let, f (x) = 6x 3 − 30x 2 + 60x − 48 = 6(x 3 − 5x 2 + 10x − 8) and
g (x) = 3x 3 − 12x 2 + 21x − 18 = 3 (x 3 − 4x 2 + 7x − 6)
x -2
3 2
x 2 − 3x + 2 x − 5x + 10x − 8
x 3 − 3x 2 + 2x (−)
−2x 2 + 8x − 8
−2x 2 + 6x − 4 (−)
2x - 4
= 2(x − 2)
x -1
x - 2 x − 3x + 2
2
(−)
x 2 - 2x
−x + 2
−x + 2 (−)
0 Here, we get zero as remainder.
GCD of leading coefficients 3 and 6 is 3.
Thus, GCD (6x 3 − 30x 2 + 60x − 48, 3x 3 − 12x 2 + 21x − 18) = 3(x − 2) .
3.3.2 Least Common Multiple (LCM) of Polynomials
The Least Common Multiple of two or more algebraic expressions is the expression
of highest degree (or power) such that the expressions exactly divide it.
Consider the following simple expressions a 3b 2 , a 2b 3 .
For these expressions LCM = a 3b 3 .
To find LCM by factorization method
(i) Each expression is first resolved into its factors.
(ii) The highest power of the factors will be the LCM.
(iii) If the expressions have numerical coefficients, find their LCM.
(iv) The product of the LCM of factors and coefficient is the required LCM.
Example 3.12 Find the LCM of the following
(i) 8x 4y 2 , 48x 2y 4 (ii) 5x - 10, 5x 2 - 20
(iii) x 4 - 1, x 2 − 2x + 1 (iv) x 3 - 27, (x - 3)2 , x 2 - 9
Algebra 95
Thinking Corner
Complete the factor tree for the given polynomials f(x) and g(x). Hence find their
GCD and LCM.
f(x) = 2x3 – 9x2 – 32x –21 g(x) = 2x3 – 7x2 – 43x – 42
2x + 3 x+1 x+2
GCD [f (x) and g (x)] = _____ LCM [f (x) and g (x)] = _____
Exercise 3.2
1. Find the GCD of the given polynomials
(i) x 4 + 3x 3 − x − 3, x 3 + x 2 − 5x + 3 (ii) x 4 - 1 , x 3 − 11x 2 + x − 11
(iii) 3x 4 + 6x 3 − 12x 2 − 24x , 4x 4 + 14x 3 + 8x 2 − 8x
(iv) 3x 3 + 3x 2 + 3x + 3 , 6x 3 + 12x 2 + 6x + 12
96 10th Standard Mathematics
Exercise 3.3
1. Find the LCM and GCD for the following and verify that f (x ) × g(x ) = LCM ×GCD
(i) 21x 2y, 35xy 2 (ii) (x 3 − 1)(x + 1), (x 3 + 1) (iii) (x 2y + xy 2 ), (x 2 + xy )
4. Given the LCM and GCD of the two polynomials p(x) and q(x) find the unknown
polynomial in the following table
S.No. LCM GCD p(x) q(x)
(i) a 3 − 10a 2 + 11a + 70 a -7 a 2 − 12a + 35
(ii) (x 4 − y 4 )(x 4 + x 2y 2 + y 4 ) (x 2 - y 2 ) (x 4 − y 4 )(x 2 + y 2 − xy )
7p + 2
(ii) 2
8 p + 13p + 5
7p + 2
The expression is undefined when 8p 2 + 13p + 5 = 0
2
8 p + 13p + 5
that is, (8 p + 5)(p + 1) = 0
−5 -5
p= , p = −1 . The excluded values are and -1 .
8 8
x
(iii) 2
x +1
Here x 2 ³ 0 for all x. Therefore, x 2 + 1 ≥ 0 + 1 = 1 . Hence, x 2 + 1 ≠ 0 for any x.
Therefore, there can be no real excluded values for the given rational
x
expression 2 .
x +1
Thinking Corner
sin x
1. Are x 2 - 1 and tan x = rational expressions?
cos x
x 3 + x 2 − 10x + 8
2. The number of excluded values of is _____.
x 4 + 8x 2 − 9
Exercise 3.4
Progress Check
x -3
length = km base = (x+y)(x+y)m
3
Fig. 3.5 Fig. 3.6
x3 27y x 4b 2 x2 -1
Example 3.15 (i) Multiply by 5 (ii) Multiply by 4 3
9y 2
x x -1 ab
x 3 27y 3 xb4 2
x − 1 x × b (x + 1)(x − 1) x 4 (x + 1)
2 4 2
Solution (i) ´ 5 = 2 (ii) × = × =
9y 2
x xy x − 1 a 4b 3 x −1 a 4 ×b 3 a 4b
Exercise 3.5
1. Simplify
4x 2y 6xz 3 p 2 − 10p + 21 p 2 + p − 12 5t 3 6t − 12
(i) ´ (ii) × (iii) ×
2z 2 20y 4 p −7 (p − 3)2
4t − 8 10t
2. Simplify
x +4 9x 2 − 16y 2 x 3 − y3 x 2 + 2xy + y 2
(i) × 2 (ii) ×
3x + 4y 2x + 3x − 20 3x 2 + 9xy + 6y 2 x 2 − y2
3. Simplify
2a 2 + 5a + 3 a 2 + 6a + 5 b 2 + 3b − 28 b 2 − 49
(i) ÷ (ii) 2 ÷
2a 2 + 7a + 6 −5a 2 − 35 a − 50 b + 4b + 4 b 2 − 5b − 14
x + 2 x2 − x − 6 12t 2 − 22t + 8 3t 2 + 2t − 8
(iii) ÷ (iv) ÷
4y 12y 2 3t 2t 2 + 4t
a 2 + 3a − 4 a 2 + 2a − 8
4. If x = 2
and y = 2
find the value of x 2y -2 .
3a − 3 2a − 2a − 4
Activity 1
(i) The length of a rectangular garden is the sum of a number
and its reciprocal. The breadth is the difference of the
square of the same number and its reciprocal. Find the
length, breadth and the ratio of the length to the breadth
of the rectangle.
(ii) Find the ratio of the perimeter to the area of the given 13x 37x
12x
triangle.
5x 35x
Algebra 101
1. Write an expression that represents the 2. Find the base of the given parallelogram
perimeter of the figure and simplify. 4x 2 + 10x − 50
whose perimeter is
(x − 3)(x + 5)
2 cm x +1
cm
3x x
5 m
3
x-
6
cm ?
x2
1 1 1
Example 3.18 Simplify + 2
2
− 2
x − 5x + 6 x − 3x + 2 x − 8x + 15
1 1 1 Thinking Corner
Solution 2 + 2 − 2
x − 5x + 6 x − 3x + 2 x − 8x + 15 Say True or False
1 1 1 1. The sum of two rational
= + −
(x − 2)(x − 3) (x − 2)(x − 1) (x − 5)(x − 3) expressions is always a
rational expression.
(x − 1)(x − 5) + (x − 3)(x − 5) − (x − 1)(x − 2)
= 2. The product of two
(x − 1)(x − 2)(x − 3)(x − 5)
rational expressions
2 2 2
(x − 6x + 5) + (x − 8x + 15) − (x − 3x + 2) is always a rational
= expression.
(x − 1)(x − 2)(x − 3)(x − 5)
102 10th Standard Mathematics
Exercise 3.6
x (x + 1) x (1 − x ) x + 2 x −1 x3 y3
1. Simplify (i) + (ii) + (iii) +
x −2 x −2 x + 3 x −2 x −y y −x
(2x + 1)(x − 2) (2x 2 − 5x + 2) 4x x +1
2. S implify (i) − (ii) 2 −
x −4 x −4 x −1 x −1
1 2x 3 + x 2 + 3
3. Subtract 2 from
x +2 (x 2 + 2)2
x 2 + 6x + 8 3
4. W
hich rational expression should be subtracted from 3
to get 2
x +8 x − 2x + 4
2x + 1 2x − 1 1 2B
5. If A = ,B= find - 2
2x − 1 2x + 1 A - B A - B2
x 1 (A + B )2 + (A − B )2 2(x 2 + 1)
6. If A = ,B= , prove that =
x +1 x +1 A÷B x (x + 1)2
7. Pari needs 4 hours to complete a work. His friend Yuvan needs 6 hours to complete
the same work. How long will it take to complete if they work together?
8. Iniya bought 50 kg of fruits consisting of apples and bananas. She paid twice as
much per kg for the apple as she did for the banana. If Iniya bought ₹ 1800 worth of
apples and ₹ 600 worth bananas, then how many kgs of each fruit did she buy?
Progress Check
Algebra 103
81 f 12g 4 h 14
(iii) 15x 2 +
(
)
(
3 + 10 x + 2 5x 2 + 2 5 + 1 x + 2 3x 2 +
) ( )
2 + 2 3 x + 2 2
Solution (i) 16x 2 + 9y 2 − 24xy + 24x − 18y + 9
= (4x − 3y + 3)2 = 4x − 3y + 3
15x 2 + ( )
3 + 10 x + 2 = 15x 2 + 3x + 10x + 2
= 3x ( 5x + 1 + 2) ( 5x + 1 )
= 5x + 1 × ( ) ( 3x + 2 )
( )
5x 2 + 2 5 + 1 x + 2 = 5x 2 + 2 5x + x + 2
= 5x (x + 2) + 1(x + 2) = ( )
5x + 1 (x + 2)
3x 2 + ( )
2 + 2 3 x + 2 2 = 3x 2 + 2x + 2 3x + 2 2
=x ( 3x + 2 + 2 ) ( 3x + 2 = (x + 2)) ( 3x + 2 )
Therefore,
2
15x +
(
)
3 + 10 x + 2 5x 2 + 2 5 + 1 x + 2 3x 2 +
( ) ( 2 + 2 3 )x + 2 2
= ( 5x + 1 )( 3x + 2 )( 5x + 1 (x + 2) ) ( 3x + 2 )(x + 2) = ( 5x + 1) ( 3x + 2 )(x + 2)
1. F
ind the square root of the following rational expressions.
400x 4y 12z 16 7x 2 + 2 14x + 2 121(a + b)8 (x + y )8 (b − c)8
(i) (ii) (iii)
100x 8y 4z 4 2 1 1 81(b − c)4 (a − b)12 (b − c)4
x − x+
2 16
2. F
ind the square root of the following
(i) 4x 2 + 20x + 25 (ii) 9x 2 − 24xy + 30xz − 40yz + 25z 2 + 16y 2
(iii)
(4x 2 − 9x + 2) (7x 2 - 13x - 2) (28x 2 - 3x - 1)
17 3 4 11
2x 2 +
(iv) x + 1 x 2 + 4x + 2 x 2 + x + 2
6 2 3 3
Example 3.22 If 9x 4 + 12x 3 + 28x 2 + ax + b is a perfect square, find the values of a and b.
Solution 3x 2 + 2x + 4
4 3 2
3x 2 9x + 12x + 28x + ax + b
(−)
9x 4
6x 2 + 2x 12x 3 + 28x 2
(−)
12x 3 + 4x 2
6x 2 + 4x + 4 24x 2 + ax + b
(−)
24x 2 + 16x + 16
0
Algebra 105
Exercise 3.8
1. F
ind the square root of the following polynomials by division method
(i) x 4 − 12x 3 + 42x 2 − 36x + 9 (ii) 37x 2 − 28x 3 + 4x 4 + 42x + 9
(iii) 16x 4 + 8x 2 + 1 (iv) 121x 4 − 198x 3 − 183x 2 + 216x + 144
2. F
ind the values of a and b if the following polynomials are perfect squares
(i) 4x 4 − 12x 3 + 37x 2 + bx + a (ii) ax 4 + bx 3 + 361x 2 + 220x + 100
3. F
ind the values of m and n if the following polynomials are perfect sqaures
(i) 36x 4 − 60x 3 + 61x 2 − mx + n (ii) x 4 − 8x 3 + mx 2 + nx + 16
2a 2a 2a a
2
b b b2 c
That is, x + (2x ) + = 2 −
2
2a 2a 4a a
2
2
x + b = b − 4ac
2a 4a 2
b ± b 2 − 4ac
x+ =
2a 2a
−b ± b 2 − 4ac
x =
2a
−b + b 2 − 4ac -b - b 2 - 4ac
Therefore, the roots are and
2a 2a
3.6.3 Formation of a Quadratic Equation
If a and b are roots of a quadratic equation ax 2 + bx + c = 0 then
−b + b 2 − 4ac −b − b 2 − 4ac
a = and b = .
2a 2a
−b + b 2 − 4ac − b − b 2 − 4ac −b
Also, α + β = =
2a a
−b + b 2 − 4ac −b − b 2 − 4ac c
Note
and αβ = ×
= .
2a
2a a ax 2 + bx + c = 0
can equivalently
Since, (x - a) and (x - b ) are factors of ax 2 + bx + c = 0 , be expressed as
We have (x - α)(x - β ) = 0 b c
x2 + x+ =0 .
a a
Hence, x 2 − (α + β )x + αβ = 0 since a≠0
That is, x 2 - (sum of roots) x + product of roots = 0 is the
general form of the quadratic equation when the roots are given.
Algebra 107
k metre
and k metre. A smaller rectangular portion of
the garden of dimensions k metre and 3 metres
3 metres
is leveled. Find the area of the garden, not
leveled.
k metre
Example 3.24 Write down the quadratic equation in general form for which sum and
product of the roots are given below.
7 5 3 1
(i) 9, 14 (ii) - , (iii) - , -
2 2 5 2
Solution (i) General form of the quadratic equation when the roots are given is
x 2 - (sum of the roots) x + product of the roots = 0
x 2 − 9x + 14 = 0
7 5
(ii) x 2 − − x + = 0 Þ
⇒ 2x 2 + 7x + 5 = 0
2 2
3 1 10x 2 + 6x − 5
(iii) x 2 − − x + − = 0 ⇒ =0
5 2 10
Therefore, 10x 2 + 6x − 5 = 0 .
Example 3.25 Find the sum and product of the roots for each of the following quadratic
equations : (i) x 2 + 8x − 65 = 0 (ii) 2x 2 + 5x + 7 = 0
(iii) kx 2 − k 2x − 2k 3 = 0
Solution Let a and b be the roots of the given quadratic equation
(i) x 2 + 8x − 65 = 0
a = 1, b = 8, c = –65
b c
α+β =− = –8 and αβ = = –65
a a
α + β = −8 ; αβ = −65
108 10th Standard Mathematics
b -5 c 7
α+β =− = and αβ = =
a 2 a 2
5 7
α + β = − ; αβ =
2 2
(iii) kx 2 − k 2x − 2k 3 = 0
a = k, b = -k 2 , c = –2k3
b -(-k 2 ) c -2k 3
α+β =− = =k and αβ = = =–2k 2
a k a k
Exercise 3.9
1. D
etermine the quadratic equations, whose sum and product of roots are
5 -3
(i) -9, 20 (ii) , 4 (iii) , -1 (iv) −(2 − a )2 , (a + 5)2
3 2
2. F
ind the sum and product of the roots for each of the following quadratic equations
1 10
(i) x 2 + 3x − 28 = 0 (ii) x 2 + 3x = 0 (iii) 3 + = 2 (iv) 3y 2 − y − 4 = 0
a a
3.6.4 Solving Quadratic Equations
We have already learnt how to solve linear equations in one, two and three
variable(s). Recall that the values of the variables which satisfies a given equation are
called its solution(s). In this section, we are going to study three methods of solving
quadratic equation, namely factorization method, completing the square method and
using formula.
Algebra 109
= 2x ( )
2x − 3 − 3 ( ) (
2x − 3 = 2x − 3 )( 2x − 3 )
Now, equating the factors to zero we get,
( 2x − 3 )( 2x − 3 ) = 0
( 2x − 3 ) = 0
2
2x − 3 = 0
3
∴ the solution is x = .
2
Exercise 3.10
Algebra 111
2 4 2 4
2 2
x − 1 = 9 = 3
4 16 4
1 3 1
x − = ± ⇒ x = 1, -
4 4 2
Solving a Quadratic Equation by Formula Method
The formula for finding roots of a quadratic equation ax 2 + bx + c = 0 (derivation
−b ± b 2 − 4ac
given in section 3.6.2) is x = .
2a
The formula for finding roots of a quadratic equation was known to Ancient
Babylonians, though not in a form as we derived. They found the roots by
creating the steps as a verse, which is a common practice at their times.
Babylonians used quadratic equations for deciding to choose the dimensions
of their land for agriculture.
−2 ± (2)2 − 4(1)(−2) −2 ± 12
x= = = −1 ± 3
2(1) 2
Therefore, x = −1 + 3 , −1 − 3
112 10th Standard Mathematics
a = 3, b = 2 5, c = −5 .
− b ± b 2 − 4ac
p=
2a
substituting the values of a, b and c in the formula we get,
( )
2
±
− 2 5± 2 5 − 4(3)(− 5)
−2 5 ± 80 − 5 ± 2 5
p= = =
2(3) 6 3
5
Therefore, x = ,- 5
3
± b 2 − 4ac
−b ±
x=
2a
substituting the values of a, b and c in the formula we get,
2
− −(p + q )2 ±
± −(p + q ) − 4(pq )(p + q )
2 2
x =
2pq
± (p + q )4 − 4(pq )(p + q )2
(p + q )2 ±
=
2pq
Algebra 113
Activity 3
Serve the fishes (Equations) with its appropriate food (roots). Identify a fish which
cannot be served?
4x2+12x+9 =0
x2 + 6x + 9 =0
x2–x–20 =0
2x 2
–5x–12=0
x2 –1=0
3 3 x2+16 = 0
- ,-
2 2
4.5
1, –1 –4, 5
3 4,–4
– ,4
2 –3, –3
Exercise 3.11
Example 3.36 The product of Kumaran’s age (in years) two years ago and his age four
years from now is one more than twice his present age. What is his present age?
Solution Let the present age of Kumaran be x years.
Two years ago, his age = (x − 2) years.
Four years from now, his age = (x + 4) years.
Given, (x − 2)(x + 4) = 1 +2x
x 2 + 2x − 8 = 1 +2x Þ (x − 3)(x + 3) = 0 then, x = ±3
Therefore, x = 3 (Rejecting −3 as age cannot be negative)
Kumaran’s present age is 3 years.
Example 3.37 A ladder 17 feet long is leaning against a wall. If the ladder, vertical wall
and the floor from the bottom of the wall to the ladder form a right triangle, find the
height of the wall where the top of the ladder meets if the distance between bottom of the
wall to bottom of the ladder is 7 feet less than the height of the wall? A
t
By Pythagoras theorem, AC 2 = AB 2 + BC 2
(17)2 = x 2 + (x − 7)2 ; 289 = x 2 + x 2 − 14x + 49 B x–7 C
Fig. 3.7
x 2 − 7x − 120 = 0 hence, (x − 15)(x + 8) = 0 then, x = 15 (or) −8
Example 3.38 A flock of swans contained x 2 members. As the clouds gathered, 10x went
to a lake and one-eighth of the members flew away to a garden. The remaining three pairs
played about in the water. How many swans were there in total?
Solution As given there are x2 swans.
1
As per the given data x 2 − 10x − x 2 = 6 we get, 7x 2 − 80x − 48 = 0
8
−b ± b 2 − 4ac 80 ± 6400 − 4(7)(−48) 80 ± 88
x = = =
2a 14 14
Algebra 115
Exercise 3.12
24
1. If the difference between a number and its reciprocal is, find the number.
5
2. A garden measuring 12m by 16m is to have a pedestrian pathway that is ‘w’ meters
wide installed all the way around so that it increases the total area to 285 m2. What
is the width of the pathway?
bus covers a distance of 90 km at a uniform speed. Had the speed been 15 km/hour
3. A
more it would have taken 30 minutes less for the journey. Find the original speed of
the bus.
4. A
girl is twice as old as her sister. Five years hence, the product of their ages (in
years) will be 375. Find their present ages.
5. A pole has to be erected at a point on the boundary of a circular ground of diameter
20 m in such a way that the difference of its distances from two diametrically opposite
fixed gates P and Q on the boundary is 4 m. Is it possible to do so? If answer is yes at
what distance from the two gates should the pole be erected?
6. From a group of 2x 2 black bees , square root of half of the group went to a tree. Again
eight-ninth of the bees went to the same tree. The remaining two got caught up in a
fragrant lotus. How many bees were there in total?
116 10th Standard Mathematics
9. The hypotenuse of a right angled triangle is 25 cm and its perimeter 56 cm. Find
the length of the smallest side.
Example 3.40 Determine the nature of roots for the following quadratic equations
(i) x 2 − x − 20 = 0 (ii) 9x 2 − 24x + 16 = 0 (iii) 2x 2 − 2x + 9 = 0
Solution (i) x 2 − x − 20 = 0
Here, a = 1 , b = −1 , c = −20
Now, ∆ = b 2 − 4ac
∆ = (−1)2 − 4(1)(−20) = 81
Here, ∆ = 81 > 0 . So, the equation will have real and unequal roots
(ii) 9x 2 − 24x + 16 = 0
Here, a = 9 , b = −24 , c = 16
Algebra 117
Example 3.41 (i) Find the values of ‘k’, for which the quadratic equation
kx 2 − (8k + 4)x + 81 = 0 has real and equal roots?
64k 2 − 260k + 16 = 0
k 2 + 2k + 1 − 4k − 36 < 0
k 2 − 2k − 35 < 0
(k + 5)(k − 7) < 0
Therefore, −5 < k < 7 . {If α < β and if (x − α)(x − β ) < 0 then, α < x < β }.
2 2
If ps = qr then D = −4 ps − qr = −4 qr − qr = 0 (using (1))
Thus, D = 0 if ps = qr and so the roots will be real and equal.
Exercise 3.13
1. D
etermine the nature of the roots for the following quadratic equations
(i) 15x 2 + 11x + 2 = 0 (ii) x 2 − x − 1 = 0 (iii) 2t 2 − 3t + 3 2 = 0
(iv) 9y 2 − 6 2y + 2 = 0 (v) 9a 2b 2x 2 − 24abcdx + 16c 2d 2 = 0 , a ¹ 0 , b ¹ 0
2. F
ind the value(s) of ‘k’ for which the roots of the following equations are real and
equal. (i) (5k − 6)x 2 + 2kx + 1 = 0 (ii) kx 2 + (6k + 2)x + 16 = 0
3. I f the roots of (a − b)x 2 + (b − c)x + (c − a ) = 0 are real and equal, then prove that b,
a, c are in arithmetic progression.
4. If a, b are real then show that the roots of the equation
(a − b)x 2 − 6(a + b)x − 9(a − b) = 0 are real and unequal.
5. If the roots of the equation (c 2 − ab)x 2 − 2(a 2 − bc)x + b 2 − ac = 0 are real and equal
prove that either a=0 (or) a 3 + b 3 + c 3 = 3abc
Thinking Corner
Fill in the empty box in each of the given expression so that the resulting quadratic
polynomial becomes a perfect square.
(i) x 2 + 14x + (ii) x 2 − 24x + (iii) p 2 + 2qp +
c Constant term
αβ = =
a Co-efficient of x 2
Algebra 119
4x2–9x+2=0
2
x − 4 = 0
5
2x2–15x–27=0
Example 3.43 If the difference between the roots of the equation x 2 − 13x + k = 0 is 17
find k.
Solution x 2 − 13x + k =0 here, a = 1 , b = −13 , c = k Thinking Corner
If the constant term
Let , be the roots of the equation. Then of ax2+bx+c=0 is
−b −(−13) zero, then the sum
α + β = = = 13 ...(1) Also α − β = 17 ...(2) and product of roots
a 1
are and
(1)+(2) we get, 2a = 30 Þ a = 15
.
Therefore, 15 + b = 13 (from (1)) Þ b = −2
c k
But, αβ = = Þ 15 × (−2) = k we get, k = −30
a 1
α β α2 β 2
(i) (α - β ) (ii) α + β (iii) α - β (iv) α + β
2 2 3 3 4 4
(v) + (vi) +
β α β α
Solution x 2 + 7x + 10 = 0 here, a = 1 , b = 7 , c = 10
α β α2 + β 2 (α + β )2 − 2αβ 49 − 20 29
(v) + = = = =
β α αβ αβ 10 10
120 10th Standard Mathematics
=
(
(−343) − 3 10 × (−7)) = −343 + 210 = −133
10 1010
Example 3.45 If , are the roots of the equation 3x + 7x − 2 = 0 , find the values of
2
α β α2 β 2
(i) + (ii) +
β α β α
Solution 3x + 7x − 2 = 0 here, a = 3 , b = 7 , c = −2
2
(ii) G
iven roots are α2 β , β 2α
1 1 1
Sum of the roots α2 β + β 2α = αβ(α + β ) = − = −
2 2 4
Algebra 121
(iii) 2α + β , 2β + α
1 3
Sum of the roots 2α + β + 2β + α = 3(α + β ) = 3 =
2 2
Product of the roots = (2α + β )(2β + α) = 4αβ + 2α2 + 2β 2 + αβ
= 5αβ + 2(α2 + β 2 ) = 5αβ + 2 (α + β ) − 2αβ
2
1 1 1
= 5 − + 2 − 2 ×− =0
2 4 2
The required equation is x 2 - (Sum of the roots)x + (Product of the roots)=0
3
x 2 − x + 0 = 0 Þ 2x 2 − 3x = 0
2
Exercise 3.14
6. If one root of the equation 3x 2 + kx + 81 = 0 (having real roots) is the square of the
other then find k.
700
(i) Direct variation
20
Cost (`)
600 (3,600)
y=
Weight (Kg) 1 2 3 4 5
Weight (Kg)
Fig. 3.8
Cost (`) 200 400 600 800 1000
Algebra 123
y
If = k where k is a positive number (a constant), then x and y are said to vary directly.
x
Here, k is known as the constant of proportionality.
ii) The line passes through the origin. When both of these 36
32 (16,32)
features are present we know that the two quantities on
28
Distance (km)
16 (8,16)
Time (in minutes) 4 8 12 16 12
Diameter (x) cm 1 2 3 4 5
Circumference (y) cm 3.1 6.2 9.3 12.4 15.5
Solution:
)x
(3.1
From the table, we found that as x increses,
y=
y also increases. Thus, the variation is a direct
variation.
Let y = kx, where k is a constant of proportionality.
From the given values, we have,
3.1 6.2 9.3 12.4
3.1x
k= = = = = ... = 3.1
1 2 3 4
y=
When you plot the points (1, 3.1) (2, 6.2)
(3, 9.3), (4, 12.4), (5, 15.5), you find the relation
y = (3.1)x forms a straight-line graph.
Clearly, from the graph, when diameter is 6 cm, Fig. 3.10
its circumference is 18.6 cm.
Example 3.48 A bus is travelling at a uniform speed of 50 km/hr. Draw the distance-time
graph and hence find
(i) the constant of variation
(ii) how far will it travel in 1 21 hr
(iii) the time required to cover a distance of 300 km from the graph.
Solution
Let x be the time taken in minutes and y be the distance travelled in km.
(i) Observe that as time increases, the distance travelled also increases. Therefore, the
variation is a direct variation. It is of the form y = kx .
Constant of variation
y 50 100 150 200 5
k = = = = = =
x 60 120 180 240 6
Algebra 125
5x
(iii) From the graph, y = , if y = 300 y=
5x
6 6
6y 6
then x = = ´ 300 = 360 minutes
5 5
(or) 6 hours.
From the table it is clear that if you travel at a slower speed, the time increases and if the
train is faster, the time decreases. You find, 30×16 = 40×12 = 60×8 = 80×6, which tells that vt is
a constant. Here vt = 480. In such a case, we say the variables v and t are inversely proportional.
Observe that the graph of equation like
vt = 480 will not be a straight line. Inverse Scale
x axis 1 cm = 1 unit
variation implies that as one variable increases, y axis 1 cm = 1 unit
12
Visualising Indirect variation: 11
10
Look at the adjacent graph. It is a graph 9
[positive values of x, y.
7
x 1 2 4 8 3
(4,2)
2
(8,1) xy = 8
8 1
y= 8 4 2 1
x 1 2 3 4 5 6 7 8 9 10 11 12 13
Fig. 3.12
126 10th Standard Mathematics
(i) Graph the above data and identify the type of variation.
(ii) From the graph, find the number of days required to complete the work if the company
decides to opt for 120 workers?
(iii) If the work has to be completed by 200 days, how many workers are required?
(i)
Scale
x axis 1 cm = 10 workers
y axis 1 cm = 20 days
xy
=6
00
0
Fig. 3.13
From the given table, we observe that as x increases, y decreases. Thus, the variation is an
inverse variation.
k
Let y =
x
⇒ xy = k, k > 0 is called the constant of variation.
From the table, k = 40 ´ 150 = 50 ´ 120 = ... = 75 ´ 80 = 6000
Therefore, xy = 6000
Plot the points (40,150), (50,120), (60,100) of (75,80) and join to get a free hand smooth
curve (Rectangular Hyperbola).
Algebra 127
Speed x (km/hr) 12 6 4 3 2
Time y (hours) 1 2 3 4 6
Scale
From the table, we observe that as x axis 1 cm = 1 km
y axis 1 cm = 1 hr
Note
Already we learned that, the linear equation of straight line is y = mx+c, where m is the slope
of the straight line and c is the y – intercept. Also, the equation reduces to y = mx when
the straight line passes through origin. As the graph of direct variation refer to straight
line and its general form is y = kx, we can conclude that ‘constant of proportionality’ is
nothing but ‘slope’ of its straight line.
1. A garment shop announces a flat 50% discount on every purchase of items for their
customers. Draw the graph for the relation between the Marked Price and the Discount.
Hence find
(i) the marked price when a customer gets a discount of ₹3250 (from graph)
(ii) the discount when the marked price is ₹2500
2. Draw the graph of xy = 24, x,y > 0. Using the graph find,
(i) y when x =3 and (ii) x when y = 6.
3. Graph the following linear function y = 1 x . Identify the constant of variation and
2
verify it with the graph. Also (i) find y when x = 9 (ii) find x when y = 7.5.
4. The following table shows the data about the number of pipes and the time taken to till
the same tank.
Check if the amount charged are in direct variation or in inverse variation to the
parking time. Graph the data. Also (i) find the amount to be paid when parking time
is 6 hr; (ii) find the parking duration when the amount paid is ₹150.
Algebra 129
Y Y
5 5
x2
y = x2
y=4
4 4
4 x2
y= 1
y = x2
3 3
2 2
1 1
X′ –3 –2 –1 0 1 2 3 X X′ –3 –2 –1 0 1 2 3 X
Y′ Y′
Fig. 3.17 Fig. 3.18
−b
Hint : For a quadratic equation , the axis is given by x = and the vertex is given by
−b −∆ 2a
, where ∆ = b 2 − 4ac is the discriminant of the quadratic equation
2a 4a
ax 2 + bx + c = 0 . Where a ≠ 0.
We have already studied how to find the roots of any quadratic equation
ax + bx + c = 0 where a,b,c Î ℝ and a ≠ 0 theoretically. In this section, we will learn how
2
Example 3.51 Discuss the nature of solutions of the following quadratic equations.
(i) x 2 + x − 12 = 0 (ii) x 2 − 8x + 16 = 0 (iii) x 2 + 2x + 5 = 0
Solution
(i) x 2 + x − 12 = 0
Step 1: Prepare the table of values for the equation y = x 2 + x − 12 .
x −5 −4 −3 −2 −1 0 1 2 3 4
Algebra 131
)
(4, 8
6
Step 3: Draw the parabola and mark the
12
+x −
4
co-ordinates of the parabola which
y= 2
x
2
intersect the X axis. (−4, 0) (3, 0
)
X′ –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 X
Step 4: The roots of the equation are the x –2
respectively. –10
(−2, –10) (1, –10)
Y′
x 2 + x − 12 = 0 has real and unequal roots.
Fig. 3.19
(ii) x − 8x + 16 = 0
2
22
Step 3: Draw the parabola and mark the 20
coordinates of the parabola which 18
(iii) x 2 + 2x + 5 = 0 Y′
Fig. 3.20
Let y = x 2 + 2x + 5
Step 1: Prepare a table of values for the equation y = x 2 + 2x + 5
x −3 −2 −1 0 1 2 3
y 8 5 4 5 8 13 20
+5
scale.
+ 2x
16
y= 2
x
Step 3: Join the points by a free-hand 14
(2, 13)
smooth curve this smooth curve 12
is the graph of y = x 2 + 2x + 5 10
(−3, 8)
8 (1, 8)
Step 4: The solutions of the given 6
quadratic equation are the x (−2, 5)
4
(0, 5)
So, we conclude that there is no real root for the given quadratic equation.
Progress Check
Connect the graphs to its respective number of points of intersection with X axis and
to its corresponding nature of solutions which is given in the following table.
1.
2 Real and equal roots
X O X
Y
2.
X O X 1 No real roots
Y
Y
O
X X
2
3. No real roots
Y
0
4. Real and equal roots
X O X
Y
Algebra 133
5.
X O X 0 Real and unequal roots
Y
Y
O
X X
Y
x axis 1 cm = 1 unit
y axis 1 cm = 1 unit
9
Solution Step 1: Draw the graph of y = 2x2 by
8 (2, 8) Scale
6
x
2,
7
(–
x −2 −1 0 1 2 (1,7)
y 8 2 0 2 8 6 (0, 6)
)
Step 2: To solve 2x − x − 6 = 0 , subtract
2
1 ,5
(– 5
2x 2 − x − 6 = 0 from y = 2x 2
y= 2
2x
4)
y = 2x 2 4
2,
(–
(−)
0 = 2x 2 − x − 6
3
y =x +6
(–1, 2) 2 (1, 2)
The equation y = x + 6 represents a
straight line. Draw the graph of y = x+6 by 1
forming table of values as below (0, 0)
x −2 −1 0 1 2 Y –2 –1 0 1 2 3 4 X
y 4 5 6 7 8 Y
Fig. 3.22
134 10th Standard Mathematics
Step 4: The x coordinates of the respective points forms the solution set {–1.5,2} for
2x 2 − x − 6 = 0
Example 3.53 Draw the graph of Y
y = x 2 + 4x + 3 and hence find the roots of Scale
16
2 x axis 1 cm = 1 unit (2, 15)
x +x +1 = 0 y axis 1 cm = 2 units
14
+3
Solution
+ 4x
Step 1: Draw the graph of y = x 2 + 4x + 3 by 12
y= 2
preparing the table of values as below
x
10
x −4 −3 −2 −1 0 1 2 (1, 8)
8
8)
y
(2,
3 0 –1 0 3 8 15
6
Step 2: To solvex + x + 1 = 0 , subtract
5)
2
(1,
x + x + 1 = 0 from y = x 2 + 4x + 3
2 4
, 3)
(−4 (0, 3) y=
3x +
y = x + 4x + 3
2
2 2
(–)
0)
2)
0 = x2 + x + 1
3, (−1, 0
)
(0,
(−
y= 3x+2 X –4 –3 –2 –1 0 1 2 X
(−2, –1)
–1
) –2
The equation represent a straight line.
1,
(−
)
of values as below.
(−
Y
x −2 −1 0 1 2 Fig. 3.23
y –4 –1 2 5 8
Step 3: Observe that the graph of y = 3x+2 does not intersect or touch the graph of the
parabola y = x 2 + 4x + 3 .
Thus x 2 + x + 1 = 0 has no real roots.
x −3 −2 −1 0 1 2
y 4 0 –2 –2 0 4
Algebra 135
x axis 1 cm = 1 unit
y axis 1 cm = 1 unit
(–) (–3, 4) 4 (2, 4)
0 = x2 + x − 2
Scale
y= 0 3
2
x−
The equation y = 0 represents the X axis. 2
x +
y= 2
Step 3: Mark the point of intersection of 1
the curve y = x 2 + x − 2 with the
(–2, 0) (1, 0)
X axis. That is (–2,0) and (1,0)
X –3 –2 –1 0 1 2 3 X
Step 4: The x coordinates of the respective –1
points form the solution set {−2,1}
for x 2 + x − 2 =0 (–1, –2) –2 (0, –2)
Y
Example 3.55 Draw the graph of
Fig. 3.24
y = x 2 − 4x + 3 and use it to solve x 2 − 6x + 9 = 0
Solution
Step 1: Draw the graph of y = x 2 − 4x + 3 by preparing the table of values as below
x −2 −1 0 1 2 3 4
y 15 8 3 0 –1 0 3
Step 2: To solve x 2 − 6x + 9 = 0 , subtract x 2 − 6x + 9 = 0 from y = x 2 − 4x + 3
that is y = x 2 − 4x + 3 Y
(−) (–2, 15) Scale
0 = x − 6x + 9 2
14 x axis 1 cm = 1 unit
3
y axis 1 cm = 2 units
− 4x +
y= 2x − 6
12
The equation y = 2x − 6 represent
2
y =x
10
a straight line. Draw the graph of
y = 2x − 6 forming the table of values as 8
below. (–1, 8) y=
2x
x 6 −
0 1 2 3 4 5 6
y –6 –4 –2 0 2 4 4 4)
(0, 3) (4, 3) (5,
The line intersect
y = 2x − 6 2 (4, 2)
(3,
y = x − 4x + 3 only at one point.
2
(1, 0) 0)
(3, 0)
Step 3: Mark the point of intersection of X –2 –1 0 1 2 3 4 5 X
1)
the curve y = x 2 − 4x + 3 and y = 2x − 6 –2 (2, –
(2, –2)
that is (3,0).
–4
(1, –4)
Therefore, the x coordinate 3 is the
only solution for the equation –6
(0, –6)
x 2 − 6x + 9 = 0 . Y
Fig. 3.25
136 10th Standard Mathematics
1. Graph the following quadratic equations and state their nature of solutions.
(i) x 2 − 9x + 20 = 0 (ii) x 2 − 4x + 4 = 0 (iii) x 2 + x + 7 = 0
(iv) x 2 − 9 = 0 (v) x 2 − 6x + 9 = 0 (vi) (2x − 3)(x + 2) = 0
2
2. Draw the graph of y = x − 4 and hence solve x 2 −x −12 = 0
3. Draw the graph of y = x 2 + x and hence solve x 2 + 1 = 0
4. Draw the graph of y = x 2 + 3x + 2 and use it to solve x 2 + 2x + 1 = 0
5. Draw the graph of y = x 2 + 3x − 4 and hence use it to solve x 2 + 3x − 4 = 0
6. Draw the graph of y = x 2 − 5x − 6 and hence solve x 2 − 5x − 14 = 0
7. Draw the graph of y = 2x 2 − 3x − 5 and hence solve 2x 2 − 4x − 6 = 0
8. Draw the graph of y = (x − 1)(x + 3) and hence solve x 2 − x − 6 = 0
3.9 Matrices
Introduction
Let us consider the following information. Vanitha has 12 story books, 20 notebooks
and 4 pencils. Radha has 27 story books, 17 notebooks and 6 pencils. Gokul has 7 story
books, 11 notebooks and 4 pencils. Geetha has 10 story books, 12 notebooks and 5 pencils.
Details Story Books Note Books Pencils
Vanitha 12 20 4
Radha 27 17 6
Gokul 7 11 4
Geetha 10 12 5
Now we arrange this information in the tabular form as follows.
Here the items possessed by four people are aligned or positioned in a rectangular array
containing four horizontal and three vertical arrangements. The horizontal arrangements
are called “rows” and the vertical arrangements are called “columns”. The whole rectangular
arrangement is called a “Matrix”. Generally, if we arrange things in a rectangular array, we
call it as “ Matrix”.
Applications of matrices are found in several scientific fields. In Physics, matrices
are applied in the calculations of battery power outputs, resistor conversion of electrical
Algebra 137
General form of a matrix A with m rows 2. Find is the order of the matrix
and n columns (order m ´n ) can be written in sin q
the form cos q
a ... a1n tan q
11 a12 ... a1 j
a a22 ... a2 j ... a2n
A = 21 3. Determine the entries denoted
by a11, a22 , a 33 , a 44 from the matrix
am 1 am 2 ... amj ... amn
2 1 3 4
where, a11, a12 ,... denote entries of the 5 9 −4 7
matrix. a11 is the element in first row, first 5
3 8 9
column, a12 is the element in the first row, second 2
7 4
column, and so on. 0 1
For example,
S.No. Matrices Elements of the matrix Order of the matrix
1. sin q − cos q a11 = sin q , a12 = −cos q ,
cos q 2×2
sin q a21 = cos q , a22 = sin q
2. 1 3 a11 = 1 , a12 = 3 ,
2 5 a21 = 2 , a22 = 5 , 3×2
1
2 −4
a 31 = 21 , a 32 = −4
Activity 4
(i) Take calendar sheets of a particular month in a particular year.
(ii) C onstruct matrices from the dates of the calendar sheet.
(iii) Write down the number of possible matrices of orders
2 ´ 2, 3 ´ 2, 2 ´ 3, 3 ´ 3, 4 ´ 3, etc.
(iv) Find the maximum possible order of a matrix that you can
create from the given calendar sheet.
(v) Mention the use of matrices to organize information from
daily life situations.
3.9.2 Types of Matrices
In this section, we shall define certain types of matrices.
1. Row Matrix
A matrix is said to be a row matrix if it has only one row and any number of columns.
A row matrix is also called as a row vector.
3
For example, A = (8 9 4 3) , B = − 1 3 are row matrices of order 1´ 4
2
and 1×3 respectively.
In general A = (a11 a12 a13 ... a1n ) is a row matrix of order 1´n .
2. Column Matrix
A matrix is said to be a column matrix if it has only one column and any number of
rows. It is also called as a column vector.
Algebra 139
Definition : In a square matrix, the elements of the form a11, a22, a33, . . . (i.e) aii are
1 3
called leading diagonal elements. For example in the matrix 4 5 , 1 and 5 are leading
diagonal elements.
1 0 0
1 0
I 2 = , I 3 = 0 1 0 are identity matrices of order 2 and 3 respectively.
0 1
0 0 1
7. Zero matrix (or) null matrix
A matrix is said to be a zero matrix or null matrix if all its elements are zero.
0 0 0
0 0
For example, (0), 0 0 0 are all zero matrices of order 1 ´ 1 , 2 ´ 2 and
,
0 0 0 0 0
3 ´ 3 but of different orders. We denote zero matrix of order n ´ n by On .
0 0 0
is a zero matrix of the order 2 ´ 3 .
0 0 0
1 5
1 8 4
(b) If B = 8 9 then BT =
5 9 3
4 3 2×3
3×2
Definition : A square matrix A = (aij )n×n is called upper triangular matrix if aij = 0 for
i > j and is called lower triangular matrix if aij = 0 , i < j .
1 7 −3 8 0 0
For example, A = 0 2 4 is an upper triangular matrix and B = 4 5 0 is a
0 0 7 −11 3 1
lower triangular matrix.
Equal Matrices
Two matrices A and B are said to be equal if and Progress Check
only if they have the same order and each element of
matrix A is equal to the corresponding element of 1. The number of column(s)
in a column matrix are
matrix B. That is, aij = bij for all i, j.
_______.
5 1 2. T
he number of row(s) in a
For example, if A = ,
0 3 row matrix are _______.
12 + 22 3. T
he non-diagonal elements
sin2 q + cos2 q then we in any unit matrix are
B =
1 + 3 − 5 2 + sec2 q − tan2 q ______.
2 2
note that A and B have same order and aij = bij for 4. D
oes there exist a square
every i, j. Hence A and B are equal matrices. matrix with 32 elements?
Example 3.56 Consider the following information regarding the number of men and
women workers in three factories I, II and III.
Factory Men Women
I 23 18
II 47 36
III 15 16
Represent the above information in the form of a matrix. What does the entry in the
second row and first column represent?
142 10th Standard Mathematics
Activity 5
No. Elements Possible orders Number of possible orders
1. 4 3
2. 1×9, 9×1, 3×3
3. 20
4. 8 4
5. 1
6. 100
7. 1×10, 10×1, 2×5, 5×2
Do you find any relationship between number of elements (second column) and
number of possible orders (fourth column)? If so, what is it?
a −b 2a + c 1 5
Example 3.59 Find the value of a, b, c, d from the equation =
2a − b 3c + d 0 2
Solution The given matrices are equal. Thus all corresponding elements are equal.
Algebra 143
Exercise 3.17
8
9 3
4
3
5
1. In the matrix A = −1 7
2 , write (i) The number of elements
1 4 3 0
6
8 −11 1
(ii) The order of the matrix (iii) Write the elements a22, a23, a24 , a 34 , a 43, a 44 .
2. If a matrix has 18 elements, what are the possible orders it can have? What if it has 6 elements?
3. Construct a 3 ´ 3 matrix whose elements are given by
(i + j )3
(i) aij = i − 2 j (ii) aij =
3
5 4 3
4. If A = 1 −7 9 then find the transpose of A.
3 8 2
7 −3
5. If A = − 5 2 then find the transpose of -A .
3 −5
5
2 2
5
6. If A = − 17 0. 7 then verify (AT )T = A
2
8
3 1
7. Find the values of x, y and z from the following equations
x + y + z 9
12 3 y z x + y 2 6 2
(i) =
(ii) =
(iii) x + z
= 5
x 5 3 5
5 + z xy 5 8 7
y + z
144 10th Standard Mathematics
Solution The total marks in both the examinations for all the three groups is the sum of
the given matrices.
22 + 20 15 + 38 14 + 15 23 + 40 42 53 29 63
A + B = 50 + 18 62 + 12 21 + 17 30 + 80 = 68
74 38 110
53 + 81 80 + 47 32 + 522 40 + 18 134 127 84 58
Algebra 145
20 16 −8 21 −12 9
3 21
= 2 3 4 2 + − − −9
4 2
4 36 16 −15 18 −27
41 4 1
5 15
= − 4 2 − 9
4 2
−11 54
−11
146 10th Standard Mathematics
Example 3.65 Find the value of a, b, c, d from the following matrix equation.
d 8 3 a 2 2a 0 1
+
3b a −2 −4 = b 4c + −5 0
Solution
First, we add the two matrices on both left, right hand sides to get
d + 3 8 + a 2 2a + 1
=
3b − 2 a − 4 b − 5 4c
Equating the corresponding elements of the two matrices, we have
d + 3 = 2 Þ d = –1
8 + a = 2a + 1 Þ a = 7
−3
3b − 2 = b − 5 Þ b=
2
3
Substituting a = 7 in a − 4 = 4c Þ c =
4
3 3
Therefore, a = 7, b = − , c = , d = –1.
2 4
Algebra 147
Exercise 3.18
1 9 5 7
1. If A = 3 4 , B = 3 3 then verify that
8 −3 1 0
(i) A + B = B + A (ii) A + (−A) = (−A) + A = O.
4 3 1 2 3 4 8 3 4
2. I f A = 2 3 −8, B = 1 9 2 and C = 1 −2 3 then verify that
1 0 −4 −7 1 −1 2 4 −1
A + (B + C ) = (A + B ) + C .
148 10th Standard Mathematics
(Order of left hand matrix) ´ (order of right hand matrix) ® (order of product matrix).
(3 × 3 ) (3 × 2 ) ® (3 × 2 )
Matrices are multiplied by multiplying the elements in a row of the first matrix by
the elements in a column of the second matrix, and adding the results.
a b ag + bk ah + bl ai + bm
g h i
For example, product of matrices c d ×
= cg + dk ch + dl ci + dm
k l m
e f eg + fk eh + fl ei + fm
The product AB can be found if the number of columns of matrix A is equal to the
number of rows of matrix B. If the order of matrix A is m ´ n and B is n ´ p then the order
of AB is m ´ p .
Properties of Multiplication of Matrix
(a) Matrix multiplication is not commutative in general
If A is of order m ´ n and B of the order n ´ p then AB is defined but BA is not
defined. Even if AB and BA are both defined, it is not necessary that they are equal.
In general AB ¹ BA.
Algebra 149
Note
¾¾ If x and y are two real numbers such that xy = 0 then either x = 0 or y = 0 . But this
condition may not be true with respect to two matrices.
¾¾ AB = 0 does not necessarily imply that A = 0 or B = 0 or both A, B = 0
Illustration
1 −1 1 1
≠ 0 and B =
A = 1 1 ≠ 0
−1 1
1 −1 1 1 1−1 1 − 1 0 0
But AB = × =
1 1
−1 + 1 −1 + 1 = 0 0 = 0
−1 1
Thus A ¹ 0, B ¹ 0 but AB = 0 .
8 3 1
1 2 0
Example 3.67 If A = , B = 2 4 1 , find AB.
3 1 5 5 3 1
Solution We observe that A is a 2 ´ 3 matrix and B is a 3×3 matrix, hence AB is defined
and it will be of the order 2 × 3.
8 3 1
1 2 0
Given A = , B = 2 4 1
3 1 5
2×3 5 3 1
3×3
8 3 1
1 2 0
AB = ×2 4 1
3 1 5
5 3 1
8+4+0 3+8+0 1 + 2 + 0 12 11 3
= =
24 + 2 + 25 9 + 4 + 15 3 + 1 + 5 51 28 9
Therefore, AB ¹ BA .
2 −2 2 2 2 2
Example 3.69 If A = and B =
− 2
2 2 2
Show that A and B satisfy commutative property with respect to matrix multiplication.
Solution We have to show that AB = BA
2 −2 2 2 2 2 2 2 2 2 −2 2
LHS = AB = × RHS = BA = ×
2 2 − 2 2 − 2 2 2 2
4+4
4 2 − 4 2
4+4 −4 2 + 4 2
= =
2 2 − 2 2 4 + 4 −2 2 + 2 2 4 + 4
8 0 8 0
= =
0 8 0 8
Rewriting 2x + y = 4 ...(1)
x + 2y = 5 ...(2)
(1) −2 × (2) Þ 2x + y = 4
(−)
2x + 4y = 10
−3y = − 6 Þ y = 2
Algebra 151
RHS = A(BC )
1 −1 1 − 2 2 + 1 −1 3
1 2
BC = 2 1 × = 2 + 2 4 − 1 = 4
3
2 −1
1 3 2×2 1 + 6 2 − 3 7 −1
3×2
−1 3
A(BC) = (1 −1 2)1×3 × 4 3
7 −1
3×2
1. F
ind the order of the product matrix AB if
c d
1 7
5 2 9
12. If A = , B = 1 2 verify that (AB )T = BT AT
1 2 8
5 −1
3 1
13. If A = show that A2 − 5A + 7I = 0
−1 2 2
Exercise 3.20
x 2 − 7x + 40 x 2 + 10
(C) (D)
(x 2 − 25)(x + 1) (x 2 − 25)(x + 1)
256x 8y 4z 10
7. T
he square root of is equal to
25x 6y 6z 6
16 x 2z 4 y2 16 y 16 xz 2
(A) (B) 16 2 4 (C) (D)
5 y2 x z 5 xz 2 5 y
8. W
hich of the following should be added to make x 4 + 64 a perfect square
(A) 4x 2 (B) 16x 2 (C) 8x 2 (D) -8x 2
Algebra 155
19. Which of the following can be calculated from the given matrices
1
2 1 2 3
3
A = 4, B = 4 5 6 , (i) A2 (ii) B2 (iii) AB (iv) BA
5
6 7 8 9
(A) (i) and (ii) only (B) (ii) and (iii) only
(C) (ii) and (iv) only (D) all of these
1 2 3
1
0 0 1
20. If A = , B = 2 −1 and C =
−2 5 . Which of the following statements
3 2 1 0
2
5 5
0
1
are correct? (i) AB + C = (ii) BC = 2 −3
5 5
−4 10
2 5 −8 20
(AB )C =
(iii) BA + C = 3 0 (iv) −8 13
(A) (i) and (ii) only (B) (ii) and (iii) only
(C) (iii) and (iv) only (D) all of these
Unit Exercise - 3
1
1. Solve (x + y − 5) = y − z = 2x − 11 = 9 − (x + 2z )
3
2. One hundred and fifty students are admitted to a school. They are distrbuted over
three sections A, B and C. If 6 students are shifted from section A to section C,
the sections will have equal number of students. If 4 times of students of section C
exceeds the number of students of section A by the number of students in section B,
find the number of students in the three sections.
5. F
ind the GCD of the following by division algorithm
2x 4 + 13x 3 + 27x 2 + 23x + 7 , x 3 + 3x 2 + 3x + 1 , x 2 + 2x + 1
6. R
educe the given Rational expressions to its lowest form
x 3a − 8 10x 3 − 25x 2 + 4x − 10
(i) (ii)
x 2a + 2x a + 4 −4 − 10x 2
1 1
+
p q + r q 2 + r 2 − p 2
7. Simplify × 1 +
1 1 2qr
−
p q +r
8. Arul, Madan and Ram working together can clean a store in 6 hours. Working alone,
Madan takes twice as long to clean the store as Arul does. Ram needs three times as
long as Arul does. How long would it take each if they are working alone?
9. Find the square root of 289x 4 − 612x 3 + 970x 2 − 684x + 361 .
10. Solve y + 1 + 2y − 5 = 3
11. A boat takes 1.6 hours longer to go 36 kms up a river than down the river. If the speed
of the water current is 4 km per hr, what is the speed of the boat in still water?
12. Is it possible to design a rectangular park of perimeter 320 m and area 4800 m 2 ? If so
find its length and breadth.
t2
13. At t minutes past 2 pm, the time needed to 3 pm is 3 minutes less than . Find t.
4
14. The number of seats in a row is equal to the total number of rows in a hall. The total
number of seats in the hall will increase by 375 if the number of rows is doubled and
the number of seats in each row is reduced by 5. Find the number of rows in the hall
at the beginning.
15. If a and b are the roots of the polynomial f (x ) = x 2 − 2x + 3, find the polynomial
a −1 b −1
whose roots are (i) a + 2, b + 2 (ii) , .
a +1 b +1
16. If –4 is a root of the equation x 2 + px − 4 = 0 and if the equation x 2 + px + q = 0 has
equal roots, find the values of p and q.
17. Two farmers Thilagan and Kausigan cultivates three varieties of grains namely rice,
wheat and ragi. If the sale (in `) of three varieties of grains by both the farmers in
the month of April is given by the matrix.
Algebra 157
p 0 0 −q 2 −2
, B = , C = 2
19. Given A = 1 0 2 2 and if BA = C , find p and q.
0 2
3 0 6 3 3 6
find the matrix D, such that CD–AB = 0
20. A = 4 5 , B = , C =
8 5
1 1
Points to Remember
c Constant term
Product of the roots αβ = =
a Co-efficient of x 2
zz If the roots of a quadratic equation are a and b , then the equation is given by
x 2 − (α + β )x + αβ = 0 .
zz Order of a matrix
If a matrix A has m number of rows and n number of columns, then the order of the
matrix A is (Number of rows)´ (Number of columns) that is, m ´n .We read m ´n
as m cross n or m by n. It may be noted that m ´n is not a product of m and n.
zz Types of matrices
(i) A matrix is said to be a row matrix if it has only one row and any number of
columns. A row matrix is also called as a row vector.
(ii) A
matrix is said to be a column matrix if it has only one column and any
number of rows. It is also called as a column vector.
(iii) A
matrix in which the number of rows is equal to the number of columns is
called a square matrix.
(iv) A
matrix is said to be a zero matrix or null matrix if all its elements are zero.
(v) If A is a matrix, the matrix obtained by interchanging the rows and columns of
A is called its transpose and is denoted by AT .
(vi) A square matrix, all of whose elements, except those in the leading diagonal
are zero is called a diagonal matrix.
(vii) A diagonal matrix in which all the leading diagonal elements are same is called
a scalar matrix.
(viii) A square matrix in which elements in the leading diagonal are all “1” and rest
are all zero is called an identity matrix (or) unit matrix.
(ix) A
square matrix in which all the entries above the leading diagonal are zero is
called a lower triangular matrix.
If all the entries below the leading diagonal are zero, then it is called an upper
triangular matrix.
(x) Two matrices A and B are said to be equal if and only if they have the same
order and each element of matrix A is equal to the corresponding element of
matrix B. That is, aij = bij for all i, j.
Algebra 159
Two matrices can be added or subtracted if they have the same order. To add or
subtract two matrices, simply add or subtract the corresponding elements.
ICT CORNER
ICT 3.1
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. Chapter named
“Algebra” will open. Select the work sheet “Simultaneous equations”
Step 2: In the given worksheet you can see three linear equations and you can change the equations by typing
new values for a, b and c for each equation. You can move the 3-D graph to observe. Observe the nature of
solutions by changing the equations.
Step 1 Step 2 Expected results
ICT 3.2
Step – 1: Open the Browser type the URL Link given below (or) Scan the QR Code. GeoGebra work book
named “ALGEBRA” will open. Click on the worksheet named “Nature of Quadratic Equation”.
Step - 2: In the given worksheet you can change the co-efficient by moving the sliders given. Click on “New
position” and move the sliders to fix the boundary for throwing the shell. Then click on “Get Ball” and click
“fire” to hit the target. Here you can learn what happen to the curve when each co-efficient is changed.
Step 1 Step 2 Expected results
Learning Outcomes
zz o recall congruent triangles and understand the
T
definition of similar triangles.
zz To understand the properties and construction of similar triangles and
apply them to solve problems.
zz To prove basic proportionality theorem, angle bisector theorem and
study their applications and study the construction of triangles under
given conditions.
zz To prove Pythagoras theorem and study its applications.
zz To understand the concept of tangent to a circle and study construction
of tangent to circle.
zz To understand and apply concurrency theorems.
4.1 Introduction
The study of Geometry is concerned with knowing properties of various shapes and
structures. Arithmetic and Geometry were considered to be the two oldest branches of
mathematics. Greeks held Geometry in high esteem and used its properties to discuss
various scientific principles which otherwise would have been impossible. Eratosthenes
used the similarity of circle to determine the circumference of the Earth, distances
of the moon and the sun from the Earth, to a remarkable accuracy. Apart from these
achievements, similarity is used to find width of rivers, height of trees and much more.
161
4.2 Similarity
Two figures are said to be similar if every
aspect of one figure is proportional to other
figure. For example:
The above houses look the same but
different in size. Both the mobile phones are the same but they vary
in their sizes. Therefore, mathematically we say that two objects are
similar if they are of same shape but not necessarily they need to have
the same size. The ratio of the corresponding measurements of two
similar objects must be proportional.
Here is a box of geometrical shapes. Collect the similar objects and Fig. 4.1
list out.
In this chapter, we will be discussing specifically the
use of similar triangles which is of utmost importance
where if it is beyond our reach to physically measure the
distance and height with simple measuring instruments.
The concept of similarity is widely used in the fields of
engineering, architecture and construction.
Here are few applications of similarity
(i) By analyzing the shadows that make triangles,
Fig. 4.2
we can determine the actual height of the objects.
(ii) U
sed in aerial photography to determine the distance from sky to a particular
location on the ground.
(iii) U
sed in Architecture to aid in design of their work.
4.2.1 Similar triangles
In class IX, we have studied congruent triangles. We can say that two geometrical figures
are congruent, if they have same size and shape. But, here we shall study about geometrical
figures which have same shape but proportional sizes. These figures are called “similar”.
Fig. 4.3
162 10th Standard Mathematics
2 3 2 3 2 3 2 3
B C Q R B C Q R
Fig. 4.4 Fig. 4.5
∆ABC ≅ ∆PQR DABC DPQR
∠A = ∠P, ∠B = ∠Q, ∠C = ∠R . ∠A = ∠P, ∠B = ∠Q, ∠C = ∠R
AB = PQ, BC = QR,CA = RP AB ¹ PQ, BC ¹ QR,CA ¹ RP
AB BC CA AB BC CA
= = =1 but = = > 1 or < 1
PQ QR RP PQ QR RP
Same shape and same size. Same shape but not same size.
Thinking Corner
1. Are square and a rhombus similar or congruent. Discuss.
2. Are a rectangle and a parallelogram similar. Discuss.
4.2.2 Criteria of Similarity
The following criteria are sufficient to prove that two triangles are similar.
AA Criterion of similarity
P
If two angles of one triangle are respectively A R
1
equal to two angles of another triangle, then the two 1 C
triangles are similar, because the third angle in both 2
2
triangles must be equal. Therefore, AA similarity B
criterion is same as the AAA similarity criterion. Q
Fig. 4.6
So if ∠A = ∠P = 1 and ∠B = ∠Q = 2 then DABC DPQR .
SAS Criterion of similarity A
If one angle of a triangle is equal to one angle of another 1 R
triangle and if the sides including them are proportional then C
the two triangles are similar.
Thus if ∠A = ∠P = 1 and B 1
AB AC Q P
Fig. 4.7
= then DABC DPQR
PQ PR
Geometry 163
Thinking Corner
Are any two right angled triangles similar? If so why?
AB BC CA AD BE CF
= = = = =
PQ QR RP PS QT RU Fig. 4.10 Q S R
C
3. If two triangles are similar, then the ratio of 3 D
A
the corresponding sides are equal to the ratio 1 1
of the corresponding perimeters.
2 2 3
DABC DDEF then F
E Fig. 4.11
AB BC CA AB + BC + CA B
= = = P
DE EF FD DE + EF + FD A Q
1 2
1
4. The ratio of the area of two similar triangles are equal
to the ratio of the squares of their corresponding sides. 2
B
area(∆ABC ) AB 2 BC 2 AC 2 3 3
= = =
area(∆PQR) PQ 2 QR 2 PR 2 C
Fig. 4.12 R
5. If two triangles have common vertex and their bases are A
on the same straight line, the ratio between their areas is B
Illustration Two triangles, DXYZ and DLMN are similar because the corresponding angles
are equal. X L
1 Note
1
2
(i) A pair of equiangular
Y 3
N
triangles are similar.
2
3 (ii) If two triangles are similar,
Z M then they are equiangular.
Fig. 4.14
XY YZ XZ
(i) ∠X = ∠L, ∠Y = ∠M , ∠Z = ∠N (by angles) (ii) = = (by sides)
LM MN LN
Here the vertices X, Y, Z correspond to the vertices L, M, N respectively. Thus in
symbol DXYZ DLMN
P
Example 4.1 Show that D PST D PQR
P 2 2
(i) (ii)
4 T
S
2
T 3
2 3
S
1
R R
Q Fig. 4.15
Q Fig. 4.16
Solution
(i) In D PST and D PQR , (ii) In D PST and D PQR ,
PS 2 2 PT 4 2 PS 2 2 PT 2 2
= = , = = = = , = =
PQ 2 + 1 3 PR 4+2 3 PQ 2 + 3 5 PR 2+3 5
PS PT PS PT
Thus, = and ÐP is common Thus, = and ÐP is common
PQ PR PQ PR
Therefore, by SAS similarity, Therefore, by SAS similarity,
D PST D PQR D PST D PQR
3cm
AB 3 1
Solution In D BAC and D PRQ , = = ; 60o
RQ 6 2 B C R
6cm
BC 6 1 CA 3 3 1
= = ; = = m
QP 12 2 PR 6 3 2 3c
6c
6
m
AB BC CA
Therefore, = =
RQ QP PR P 12cm Q
time = 4 seconds
C
distance
= speed ´ time
90 cm
= 1.2 × 4 = 4.8 m
B D x E
Let x be the length of the shadow Fig. 4.19
after 4 seconds
BE AB 4.8 + x 3.6
Since, D ABE DCDE , = gives = = 4 (since 90 cm = 0.9 m)
DE CD x 0. 9
4.8 + x = 4x gives 3x = 4.8 so, x =1.6 m
The length of his shadow DE = 1.6 m
C
Example 4.5 In Fig.4.20 ∠A =∠CED prove that DCAB DCED .
Also find the value of x.
m
10cm
Hence, = =
7c
CE DE CD E
2cm
AB CB 9 10 + 2 8×9
= gives = so, x = = 6 cm. A 9cm B
DE CD x 8 12 Fig. 4.20
10
D AOQ DBOP
O P
AO OQ AQ
= = Q
BO OP BP Fig. 4.21 6 9
10 AQ 10 × 9
= ⇒ AQ = = 15 cm B
6 9 6
Example 4.7 The perimeters of two similar triangles ABC and PQR are
respectively 36 cm and 24 cm. If PQ = 10 cm, find AB.
Solution The ratio of the corresponding sides B P
of similar triangles is same as the ratio of their
perimeters.
m
Since DABC DPQR ,
10c
?
R
AB BC AC 36
= = =
PQ QR PR 24
AB 36 AB 36 A Q
= ⇒ =
PQ 24 10 24 C
36 × 10 Fig. 4.22
AB = = 15 cm
24
Example 4.8 If D ABC is similar to D DEF such that BC = 3 cm, EF = 4 cm and area of
D ABC = 54 cm2. Find the area of D DEF .
Solution Since the ratio of area of two similar triangles is equal to the ratio of the squares
of any two corresponding sides, we have
Area (∆ABC )
BC 2 54 32
= ⇒ = 2
Area (∆DEF ) EF 2 Area (∆DEF ) 4
16 × 54
Area (∆DEF ) = = 96 cm2
9 D
Example 4.9 Two poles of height ‘a’ metres
and ‘b’ metres are ‘p’ metres apart. Prove that
the height of the point of intersection of the lines B
b
joining the top of each pole to the foot of the O
ab
opposite pole is given by metres. a
a +b h
Solution Let AB and CD be two poles of height C A
x L y
‘a’ metres and ‘b’ metres respectively such that p
Fig. 4.23
the poles are ‘p’ metres apart. That is AC = p
metres. Suppose the lines AD and BC meet at O, such that OL = h metres
Geometry 167
Exercise 4.1
1. Check whether the which triangles are similar and find the value of x.
C A
(i) (ii)
1
3 2
5 P
E
2
x
A 5 B 70o o
110
3 D
B 3 Q 3 C
2. A girl looks the reflection of the top of the lamp post on the mirror which is 6.6 m away
from the foot of the lamppost. The girl whose height is 1.25 m is standing 2.5 m away
from the mirror. Assuming the mirror is placed on the ground facing the sky and the girl,
mirror and the lamppost are in a same line, find the height of the lamp post.
3. A vertical stick of length 6 m casts a shadow 400 cm long on the ground and at the same
time a tower casts a shadow 28 m long. Using similarity, find the height of the tower.
4. Two triangles QPR and QSR, right angled at P and S respectively are drawn
on the same base QR and on the same side of QR. If PR A
E
and SQ intersect at T, prove that PT × TR = ST × TQ. 3
5. In the adjacent figure, DABC is right angled at C and D
DE ^ AB . Prove that DABC DADE and hence find 2
the lengths of AE and DE. B 12 C
B
6. In the adjacent figure, DACB DAPQ . If BC = 8 cm, P
PQ = 4 cm, BA = 6.5 cm and AP = 2.8 cm, find CA and AQ. A
Q
C
170 10th Standard Mathematics
6m
9. Two vertical poles of heights 6 m and 3 m are erected above a Q R
horizontal ground AC. Find the value of y.
3m
y
10. Construct a triangle similar to a given triangle PQR with its A B C
2 2
of the corresponding sides of the triangle PQR (scale factor < 1).
sides equal to
3 3
4
11. Construct a triangle similar to a given triangle LMN with its sides equal to of the
5
4
corresponding sides of the triangle LMN (scale factor < 1).
5
6
12. Construct a triangle similar to a given triangle ABC with its sides equal to of the
5
6
corresponding sides of the triangle ABC (scale factor > 1).
5
7
13. Construct a triangle similar to a given triangle PQR with its sides equal to of the
3
7
corresponding sides of the triangle PQR (scale factor > 1).
3
4.3 Thales Theorem and Angle Bisector Theorem
4.3.1 Introduction
Thales, (640 - 540 BC (BCE)) the most famous Greek mathematician
and philosopher lived around seventh century BC (BCE). He possessed
knowledge to the extent that he became the first of seven sages of
Greece. Thales was the first man to announce that any idea that emerged
should be tested scientifically and only then it can be accepted. In this
aspect, he did great investigations in mathematics and astronomy and Thales
discovered many concepts. He was credited for providing first proof in (640 - 540 BC (BCE))
mathematics, which today is called by the name “Basic Proportionality Theorem”. It is also
called “Thales Theorem” named after its discoverer.
The discovery of the Thales
theorem itself is a very interesting story.
When Thales travelled to Egypt, he was
ht H1
challenged by Egyptians to determine of sig
Line H0
the height of one of several magnificent X0
H1 H
pyramids that they had constructed. X1 = 0
X1 X0
Thales accepted the challenge and used
similarity of triangles to determine the Fig. 4.27
same successfully, another triumphant application of Geometry. Since X0, X1 and H0 are
known, we can determine the height H1 of the pyramid.
Geometry 171
Activity 2
Take any ruled paper and draw a triangle ABC with its base on one of the lines.
Several parallel lines will cut the triangle ABC. A
Select any one line among them and name the points
M N
where it meets the sides AB and AC as P and Q.
AP AQ P Q
Can we find the ratio of and . By measuring AP,
PB QC
R S
PB, AQ and QC through a scale, verify whether the ratios are
equal or not? Try for different parallel lines, say MN and RS.
B C
AM AN AR AS
Now find the ratios , and , . Fig. 4.28
MB NC RB SC
Check if they are equal? The conclusion will lead us to one of the most important
theorem in Geometry, which we will discuss below.
A
Theorem 1: Basic Proportionality Theorem (BPT) or Thales theorem
Statement 3
D 1 2 E
A straight line drawn parallel to a side of triangle intersecting
the other two sides, divides the sides in the same ratio. 1 2
B C
Proof Fig. 4.29
Given: In D ABC , D is a point on AB and E is a point on AC.
AD AE
To prove: =
DB EC
Construction: Draw a line DE BC
No. Statement Reason
1. ∠ABC = ∠ADE = ∠1 Corresponding angles are equal because DE BC
2. ∠ACB = ∠AED = ∠2 Corresponding angles are equal because DE BC
3. ∠DAE = ∠BAC = ∠3 Both triangles have a common angle
D ABC DADE By AAA similarity
AB AC
= Corresponding sides are proportional
AD AE
AD + DB AE + EC
= Split AB and AC using the points D and E.
AD AE
4. 1+
DB
= 1+
EC
AD AE On simplification
DB EC
= Cancelling 1 on both sides
AD AE
AD AE
=
DB EC Taking reciprocals
Hence proved
172 10th Standard Mathematics
If a straight line divides any two sides of a triangle in the same ratio, then the line
must be parallel to the third side.
Geometry 173
2. DF DE
D ABC , BF BC Construction
AD AF
3. = … (2) Thales theorem
DB FC
4. AE AF From (1) and (2)
=
EC FC
AE AF Adding 1 to both sides
+1 = +1
EC FC
AE + EC AF + FC
=
EC FC
AC AC
=
EC FC
EC = FC Cancelling AC on both sides
The internal bisector of an angle of a triangle divides the opposite side internally in
the ratio of the corresponding sides containing the angle.
Proof
C E
Given : In D ABC, AD is the internal bisector 2 1
AB BD
To prove : = D
AC CD
1
1 2
Construction : Draw a line through C parallel to AB. A B
Extend AD to meet line through C at E Fig. 4.33
Activity 3
Step 1: Take a chart and cut it like a triangle as shown in Fig.4.34(a).
Step 2: Then fold it along the symmetric line AD. Then C and B will be one upon the other.
A A
Step 3: Similarly fold it along CE, then B and A will
be one upon the other.
In the three cases, the internal bisector of an angle of a triangle divides the opposite
side internally in the ratio of the corresponding sides containing the angle.
What do you conclude from this activity?
Geometry 175
5. AB BD From (1)
=
AC DC
AB BA
6. = From (1) and (2)
AC AE
7. AC = AE … (3) Cancelling AB
8. ∠1 = ∠2 DACE is isosceles by (3)
9. AD bisects ÐA Since, ∠1 = ∠BAD = ∠2 = ∠DAC . Hence proved
Example 4.12 In DABC , if DE BC , AD = x , DB = x − 2, AE = x + 2 and EC = x − 1
then find the lengths of the sides AB and AC.
A
Solution In DABC we have DE BC .
x
x+
AD AE
By Thales theorem, we have = D
2
DB EC E
2
x +2
x–
x
= gives x (x − 1) = (x − 2)(x + 2)
x–
x -2 x −1
B
1
Hence, x 2 − x = x 2 − 4 so, x = 4 Fig. 4.36
C
When x = 4 , AD = 4 , DB = x − 2 = 2 , AE = x + 2 = 6 , EC = x − 1 = 3 .
Hence, AB = AD + DB = 4 + 2 = 6 , AC = AE + EC = 6 + 3 = 9 .
Therefore, AB = 6, AC = 9 .
Example 4.13 D and E are respectively the points on the sides AB and AC of a D ABC such
that AB = 5.6 cm, AD = 1.4 cm, AC = 7.2 cm and AE = 1.8 cm, show that DE BC .
Solution We have AB = 5.6 cm, AD = 1.4 cm, AC = 7.2 cm and AE = 1.8 cm.
A
BD = AB − AD = 5.6 – 1.4 = 4.2 cm 1.8
and EC = AC –AE = 7.2 – 1.8 = 5.4 cm. E 5
1.4
.4
AD 1.4 1 AE 1.8 1
= = and = = D C
DB 4.2 3 EC 5.4 3
4.2
AD AE
= Fig. 4.37
DB EC B
Therefore, by converse of Basic Proportionality Theorem, we have DE is parallel to BC.
Hence proved.
176 10th Standard Mathematics
m
6c
Solution In DABC , AD is the bisector of ÐA
By Angle Bisector Theorem C
B 4 cm D 3 cm
BD AB Fig. 4.39
=
DC AC
4 6 9
= gives 4AC = 18 . Hence, AC = = 4.5 cm
3 AC 2
AB BD
=
AC DC
B x D 6–x C
10 x 5 x 6 cm
= gives =
14 6 − x 7 6−x Fig. 4.40
30
12x = 30 we get, x = = 2.5 cm
12
Therefore, BD = 2.5 cm, DC = 6 − x = 6 − 2.5 = 3.5 cm
Progress Check
1. A straight line drawn _______ to a side of a triangle divides the other two sides
proportionally.
2. Basic Proportionality Theorem is also known as _______.
Geometry 177
(i) the base, vertical angle and the median on the base
(ii) the base, vertical angle and the altitude on the base
(iii) the base, vertical angle and the point on the base H
where the bisector of the vertical angle meets the
base. C
q F
First, we consider the following construction,
O
Construction of a segment of a circle on a given line
segment containing an angle q
Construction 90o– q
A q G B
Step 1: Draw a line segment AB .
Step 2: At A, take ∠BAE = q Draw AE.
Step 3: Draw, AF ^ AE . E
Step 6: Take any point C on the circle, By the alternate segments theorem, the major arc
ACB is the required segment of the circle containing the angle q .
Note
If C 1,C 2 ,... are points on the circle, then all the triangles DBAC 1, DBAC 2 ,... are with
same base and the same vertical angle.
Example 4.17 Construct a DPQR in which PQ = 8 cm, ∠R = 60° and the median RG
from R to PQ is 5.8 cm. Find the length of the altitude from R to PQ. R
Solution H
60 o
5.8cm
R F S G
P 8cm Q
60 o
Rough diagram
5. O
8c
m
3.8cm
L M P 60o G 8cm Q
N
E Fig. 4.42
Construction
Step 1: Draw a line segment PQ = 8cm.
Step 6: From G mark arcs of radius 5.8 cm on the circle. Mark them as R and S .
Geometry 179
o
30
∠P = 30° and the altitude from P to QR is of length 4.2 cm.
4.2cm
Solution
G
H Q 5cm R
Rough diagram
F
X
O
A B
P M S
30 o
4.2cm
G
Q 30o 5cm R
Construction
Step 1 : Draw a line segment QR = 5 cm. Y
Step 6: From G mark an arc in the line XY at M, such that GM = 4.2 cm.
on the base where the bisector of the vertical angle meets the base
60 o
Example 4.19 Draw a triangle ABC of base BC = 8 cm, ∠A = 60 and
the bisector of ÐA meets BC at D such that BD = 6 cm. 6cm D
B 8cm C
Solution
H Rough diagram
J
A
O 30
o
30 o
6cm
B 60o 8cm G D C
Construction I
Exercise 4.2
1. In D ABC , D and E are points on the sides AB and AC respectively such that
AD 3
DE BC (i) If = and AC = 15 cm find AE.
DB 4
(ii) If AD = 8x − 7 , DB = 5x − 3 , AE = 4x − 3 and EC = 3x − 1 , find the value of x.
Geometry 181
3. In D ABC, D and E are points on the sides AB and AC respectively. Show that
DE BC if AB = 12 cm, AD = 8 cm, AE = 12 cm and AC = 18 cm.
B
4. In fig. if PQ BC and PR CD prove that Q
P
A C
AR AQ QB DR
(i) = (ii) = . R
AD AB AQ AR
D
5. Rhombus PQRB is inscribed in D ABC such that ÐB is one of its angle. P, Q and R
lie on AB, AC and BC respectively. If AB = 12 cm and BC = 6 cm, find the sides
PQ, RB of the rhombus.
B C
8. Check whether AD is bisector of ÐA of D ABC in each of the following
(i) AB = 5 cm, AC = 10 cm, BD = 1.5 cm and CD = 3.5 cm.
(ii) AB = 4 cm, AC = 6 cm, BD = 1.6 cm and CD = 2.4 cm. P
10. ABCD is a quadrilateral in which AB = AD, the bisector of ÐBAC and ÐCAD intersect
the sides BC and CD at the points E and F respectively. Prove that EF BD .
11. Construct a D PQR which the base PQ = 4.5 cm, ∠R = 35 and the median RG
from R to PG is 6 cm.
12. Construct a D PQR in which QR = 5 cm, ∠P = 40° and the median PG from P to
QR is 4.4 cm. Find the length of the altitude from P to QR.
13. Construct a D PQR such that QR = 6.5 cm, ∠P = 60° and the altitude from P to
QR is of length 4.5 cm.
14. Construct a D ABC such that AB = 5.5 cm, ∠C = 25° and the altitude from C to
AB is 4 cm.
Three numbers (a, b, c) are said to form Pythagorean Triplet, if they form sides of a
right triangle. Thus (a, b, c) is a Pythagorean Triplet if and only if c 2 = a 2 + b 2 .
Now we are in a position to study this most famous and important theorem not only
in Geometry but in whole of mathematics.
Activity 4
25
20
12
15
5 9 12 15
20
4 12 16
(i) (ii) (iii) (iv)
Fig. 4.45
Step 1: Take a chart paper, cut out a right angled triangle of measurement as given in
triangle (i) .
Step 2: Take three more different colour chart papers and cut out three triangles
such that the sides of triangle (ii) is three times of the triangle (i), the sides
of triangle (iii) is four times of the triangle (i), the sides of triangle (iv) is five
times of triangle (i).
Geometry 183
Construction : Draw AD ^ BC
AB BC
=
BD AB
AB = BC × BD … (1)
2
Example 4.20 An insect 8 m away initially from the foot of a lamp post which is 6 m tall,
crawls towards it moving through a distance. If its distance from the top of the lamp post is
equal to the distance it has moved, how far is the insect away from the foot of the lamp post?
Solution Distance between the insect and the foot of the lamp post BD = 8 m
The height of the lamp post, AB = 6 m A
x
x 2 = 36 + 64 − 16x + x 2
16x = 100 then x = 6.25
Then, BC = 8 − x = 8 − 6.25 = 1.75 m
Therefore the insect is 1.75 m away from the foot B 8–x C x D
8m
of the lamp post. Fig. 4.47
Geometry 185
Example 4.22 What length of ladder is needed to reach a height of 7 ft along the wall
when the base of the ladder is 4 ft from the wall? Round off your answer to the next tenth
place. A
wall
7 feet
x 2 = 65 . Hence, x = 65
The number 65 is between 8 and 8.1. Ground
82 = 64 < 65 < 65.61 = 8.12 B 4 feet C
Therefore, the length of the ladder is approximately 8.1 ft. Fig. 4.49
Progress Check
3. If the square of the longest side of a triangle is equal to sums of squares of other
two sides, then the triangle is _________.
Exercise 4.3
1. A man goes 18 m due east and then 24 m due north. Find the distance of his current
position from the starting point? Sarah’s
house
2. There are two paths that one can choose to
go from Sarah’s house to James house. One
1.5 miles
way is to take C street, and the other way
B Street
t
ree
requires to take B street and then A street. St
James’s C
house
How much shorter is the direct path along C A Street
street? (Using figure).
2 miles
3. To get from point A to point B you must avoid walking through a pond. You must
walk 34 m south and 41 m east. To the nearest meter, how many meters would be
saved if it were possible to make a way through the pond? Z Y
6. 5 m long ladder is placed leaning towards a vertical wall such that it reaches the
wall at a point 4 m high. If the foot of the ladder is moved 1.6 m towards the wall,
then find the distance by which the top of the ladder would slide upwards on the
wall.
Geometry 187
Q Q Q
O O O
B
A
A
Fig. 4.52(a) Fig. 4.52(b) P Fig. 4.52(c)
P P
Note
The word “tangent” comes
The line segment AB inscribed in the from the latin word “tangere” which
circle in Fig.4.52(c) is called chord of the means “to touch” and was introduced
circle. Thus a chord is a sub-section of a by Danish mathematician, ‘Thomas
secant. Fineko’ in 1583.
A
Some results on circles and tangents O
1. A tangent at any point on a circle and the radius through the point
P
are perpendicular to each other.
Q
Fig. 4.54
B
2. ( a) No tangent can be (b) Only one tangent can be (c) Two tangents can be
drawn from an interior drawn at any point on a drawn from any exterior
point of the circle. circle. point of a circle.
A A
A P
O P O
P O
B B
B
Fig. 4.55(a) Fig. 4.55(b) Fig. 4.55(c)
A
3. The lengths of the two tangents drawn from an exterior
point to a circle are equal, O P
Proof : Let two circles with centers at O and P touch each other at Q.
Let OQ = r1 and PQ = r2 and let r1 > r2 . Fig. 4.58
The distance between their centers OP = d . It is clear from the Fig. 4.58 that when
the circles touch internally, OP = d = OQ − PQ P
OP = r1 − r2 .
B D
6. The two direct common tangents drawn to the circles are equal in
length, that is AB = CD.
Proof :
The lengths of tangents drawn from P to the two circles are equal. A C
O
Therefore, PA = PC and PB = PD .
⇒ PA − PB = PC − PD
Fig. 4.59
AB = CD
Thinking Corner
1. Can we draw two tangents parallel to each other on a circle?
2. Can we draw two tangents perpendicular to each other on a circle?
R
Alternate segment
In the Fig. 4.60, the chord PQ divides the circle
into two segments. The tangent AB is drawn such that it S Q
1
touches the circle at P.
2
The angle in the alternate segment for ÐQPB (Ð1) T
is ÐQSP (Ð1) and that for ÐQPA (Ð2) is ÐPTQ (Ð2) . 2 1
Theorem 6 : Alternate Segment theorem A P B
Fig. 4.60
Statement R
If a line touches a circle and from the point of
contact a chord is drawn, the angles between the tangent S Q
and the chord are respectively equal to the angles in the
corresponding alternate segments. O
Proof
T
Given : A circle with centre at O, tangent AB
touches the circle at P and PQ is a chord. S and T are
two points on the circle in the opposite sides of chord A P B
PQ. Fig. 4.61
∠RPB = 90°
1. Diameter RP is perpendicular to tangent AB.
Now, ∠RPQ + ∠QPB = 90° ...(1)
6. ∠QPB = ∠PSQ ...(6) From (4) and (5); Hence (i) is proved.
Example 4.24 Find the length of the tangent drawn from a point whose distance from the
centre of a circle is 5 cm and radius of the circle is 3 cm.
T
Solution Given OP = 5 cm, radius r = 3 cm
m
52 = 32 + PT 2 gives PT 2 = 25 − 9 = 16
Fig. 4.62
Length of the tangent PT = 4 cm
Geometry 191
4cm
m
5c
OR 2 = 52 − 42 = 25 − 16 = 9 ⇒ OR = 3 cm y
O R T
OT = OR+RT = 3+y ... (1)
4cm
In DPRT , TP 2 = TR 2 + PR 2 … (2)
Q
and D OPT we have, OT 2 = TP 2 + OP 2
Fig. 4.63
2 2
OT = (TR + PR ) + OP 2 2
(substitute for TP2 from (2))
(3 + y )2 = y 2 + 42 + 52 (substitute for OT from (1))
9 + 6y + y 2 = y 2 + 16 + 25
16
6y = 41 − 9 we get
⇒y =
3
From (2), TP 2 = TR 2 + PR 2
2
16 256 400 20
TP = + 42 =
2
+ 16 = so, TP = cm
3 9 9 3 P R
Example 4.26 In Fig.4.64, O is the centre of a circle. PQ is a 50
o
chord and the tangent PR at P makes an angle of 50ϒ ° with PQ.
Find ÐPOQ .
O Q
Solution ∠OPQ = 90° − 50° = 40° (angle between the radius and
tangent is 90° )
OP = OQ (Radii of a circle are equal) Fig. 4.64
∠OPQ = ∠OQP = 40° ( OPQ is isosceles)
∠POQ = 180° − ∠OPQ − ∠OQP
ÐPOQ = 180° − 40° − 40° = 100°
Example 4.27 In Fig.4.65, D ABC is circumscribing a A
circle. Find the length of BC.
3cm
BN = BL = 4 cm
CL = CM = AC – AM = 9 – 3 = 6 cm L
Gives BC = BL + CL = 4 + 6 = 10 cm B C
Fig. 4.65
192 10th Standard Mathematics
52 = 42 + AB 2 gives
⇒ AB 2 = 9
O
Therefore AB = 3 cm
BC = 2AB hence
⇒ BC = 2 × 3 = 6 cm
4cm
5c
4.5.1 Construction
B A C
Construction of tangents to a circle
Fig. 4.66
Now let us discuss how to draw
(i) a tangent to a circle using its centre
(ii) a tangent to a circle using alternate segment theorem
(iii) pair of tangents from an external point
m
3c
Solution Given, radius r = 3 cm
P
T¢
Construction
Rough diagram
Step 1: Draw a circle with centre at
O of radius 3 cm.
Geometry 193
4cm
M
T
L
Construction Rough diagram
T¢
Step 1 : With O as the centre, draw a
circle of radius 4 cm.
Step 2 : Take a point L on the circle.
O
N Through L draw any chord LM.
Step 3 : Take a point N distinct from L
4c
m
A
8cm
O P
7.4 B
cm
3cm
Rough diagram
8cm
O P
M
m
7.4c
Fig. 4.69
Special cevians
(i) A median is a cevian that divides the opposite
side into two congruent(equal) lengths. The term cevian comes
(ii) An altitude is a cevian that is perpendicular to from the name of Italian
the opposite side. engineer Giovanni Ceva,
(iii) An angle bisector is a cevian that bisects the who proved a well known
corresponding angle. theorem about cevians.
Ceva’s Theorem (without proof ) A
Statement
Let ABC be a triangle and let D,E,F be points on lines BC, E
CA, AB respectively. Then the cevians AD, BE, CF are F
BD CE AF
concurrent if and only if × × = 1 where the lengths
DC EA FB
are directed. This also works for the reciprocal of each of the ratios B D C
Fig. 4.70
as the reciprocal of 1 is 1.
Note
The cevians do not necessarily lie within the triangle, although they do in the diagram.
Geometry 195
Menelaus
Menelaus was a Greek mathematician who lived during the Roman empire in both
Alexandria and Rome during first century (CE). His work was largely on the geometry of spheres.
Menelaus theorem was first discussed in his book, sphaerica and later mentioned by
Ptolemy in his work Almagest.
Menelaus theorem proves that spheres are made up of spherical triangles.
Note
A
Example 4.32 Show that in a triangle, the medians are concurrent.
Solution Medians are line segments joining each vertex to the E
midpoint of the corresponding opposite sides.
F
Thus medians are the cevians where D, E, F are midpoints of
BC, CA and AB respectively. C
D
BD
Since D is a midpoint of BC, BD = DC so = 1 …(1) Fig. 4.72
DC B
CE
CE
Since, E is a midpoint of CA, CE EA so
=EA
CE = =11 … (2)
=
EA
EA
AF
Since, F is a midpoint of AB, AF = FB so = 1 … (3)
FB
Thus, multiplying (1), (2) and (3) we get,
BD CE AF
´ ´ =1×1×1=1 Centroid is the point
DC EA FB
of concurrence of the
And so, Ceva’s theorem is satisfied. median of a triangle.
Hence the Medians are concurrent.
BD CE AF
Using Ceva’s theorem, we have, × × = 1 …(1) F
DC EA FB
AF CE E
Substitute the values of and in (1),
FB EA
BD 5 2
we have × × =1 B x D y C
DC 8 5 Fig. 4.73
x 10 x 1
× = 1 we get, × = 1 . Hence, x = 4y …(2)
y 40 y 4
BC = BD + DC = 15 so, x + y = 15 … (3)
From (2), using x = 4y in (3) we get, 4y + y = 15 gives 5y = 15 then y = 3
Substitute y = 3 in (3) we get, x = 12 . Hence BD = 12 , DC = 3.
Progress Check
Geometry 197
1. The length of the tangent to a circle from a point P, which is 25 cm away from the
centre is 24 cm. What is the radius of the circle?
2. LMN is a right angled triangle with ∠L = 90° . A circle is inscribed in it. The
lengths of the sides containing the right angle are 6 cm and 8 cm. Find the radius of
the circle. C
z z
8cm
10 E
10 cm and 12 cm as shown in figure,
x
Find AD, BE and CF. y
x D y
A 12cm B
4. PQ is a tangent drawn from a point P to a circle with centre O and QOR is a diameter
of the circle such that ∠POR = 120° . Find ÐOPQ .
5. A tangent ST to a circle touches it at B. AB is a chord such that ∠ABT = 65° . Find
ÐAOB , where “O” is the centre of the circle. P
A
5
6. In figure, O is the centre of the circle with radius 5 cm. T is a E
point such that OT = 13 cm and OT intersects the circle E, O 13 T
3cm
9. Show that the angle bisectors of a triangle are concurrent. ?
10. An artist has created a triangular stained glass window and has one F
D
strip of small length left before completing the window. She needs
to figure out the length of left out portion based on the lengths of
10cm
5cm
Exercise 4.5
Multiple choice questions
AB BC
1. If in triangles ABC and EDF, = then they will be similar,
DE FD
when
(A) ∠B = ∠E (B) ∠A = ∠D (C) ∠B = ∠D (D) ∠A = ∠F
2. In DLMN, ∠L = 60°, ∠M = 50° . If DLMN DPQR then the value of ÐR is
(A) 40° (B) 70° (C) 30° (D) 110°
3. If DABC is an isosceles triangle with ∠C = 90° and AC = 5 cm, then AB is
(A) 2.5 cm (B) 5 cm (C) 10 cm (D) 5 2 cm
Q
4. In a given figure ST QR, PS = 2 cm and SQ = 3 cm.
Then the ratio of the area of DPQR to the area of DPST is S
(A) 25 : 4 (B) 25 : 7
(C) 25 : 11 (D) 25 : 13 P T R
5. The perimeters of two similar triangles DABC and DPQR are 36 cm and 24 cm
respectively. If PQ = 10 cm, then the length of AB is
2 10 6 2
(A) 6 cm (B) cm (C) 66 cm (D) 15 cm
3 3 3
6. If in D ABC , DE BC . AB = 3.6 cm, AC = 2.4 cm and AD = 2.1 cm then the
length of AE is
(A) 1.4 cm (B) 1.8 cm (C) 1.2 cm (D) 1.05 cm
7. In a D ABC , AD is the bisector of ÐBAC . If AB = 8 cm, BD = 6 cm and DC = 3 cm.
The length of the side AC is
(A) 6 cm (B) 4 cm (C) 3 cm (D) 8 cm
A
8. In the adjacent figure ∠BAC = 90° and AD ^ BC then
(A) BD ⋅ CD = BC 2 (B) AB.AC = BC 2
(C) BD ⋅ CD = AD 2 (D) AB ⋅ AC = AD 2
B D C
9. Two poles of heights 6 m and 11 m stand vertically on a plane ground. If the distance
between their feet is 12 m, what is the distance between their tops?
(A) 13 m (B) 14 m (C) 15 m (D) 12.8 m P
10. In the given figure, PR = 26 cm, QR = 24 cm, A 90o
∠PAQ = 90° , PA=6 cm and QA = 8 cm. Find ÐPQR
(A) 80° (B) 85° (C) 75° (D) 90° R Q
Geometry 199
(A) 6 cm (B) 5 cm Q
B
(C) 8 cm (D) 4 cm P R
60
15. In figure if PR is tangent to the circle at P and O is the
o
centre of the circle, then ÐPOQ is
O
(A) 120° (B) 100°
Q
(C) 110° (D) 90°
Unit Exercise - 4
C
1. In the figure, if BD ^ AC and CE ^ AB , prove that
D
CA CE F
(i) DAEC DADB (ii) =
AB DB
y
x
3. O is any point inside a triangle ABC. The bisector of ÐAOB ,
A C E
ÐBOC and ÐCOA meet the sides AB, BC and CA in point D,
A
E and F respectively. Show that AD × BE ×CF = DB × EC × FA
E
4. In the figure, ABC is a triangle in which AB = AC . Points D and E D
Points to Remember
zz Two triangles are similar if
(i) their corresponding angles are equal
(ii) their corresponding sides are in the same ratio or prvoportional.
zz Any congruent triangles are similar but the converse is not true
zz AA similarity criterion is same as the AAA similarity criterion.
zz If one angle of a triangle is equal to one angle of another triangle and the sides
including these angles are in the same ratio then the triangles are similar. (SAS)
zz If three sides of a triangle are proportional to the corresponding sides of another
triangle, then the two triangles are similar (SSS)
zz If two triangles are similar then the ratio of the corresponding sides is equal to the
ratio of the corresponding perimeters.
zz The ratio of the area of two similar triangles are equal to the ratio of the squares of
their corresponding sides.
zz A tangent to a circle will be perpendicular to the radius at the point of contact.
zz Two tangents can be drawn from any exterior point of a circle.
zz The lengths of the two tangents drawn from an exterior point to a circle are equal.
zz Two direct common tangents drawn to two circles are equal in length.
Geometry 201
Step 1: O
pen the Browser type the URL Link given below (or) Scan the QR
Code. 10th Standard Mathematics Chapter named “Geometry” will
open. Select the work sheet “Angular Bisector theorem”
Step 2: In the given worksheet you can see Triangle ABC and its Angular Bisector
CD. and you can change the triangle by dragging the Vertices. Observe the
ratios given on Left hand side and learn the theorem.
Step 1 Step 2
Step 1: O
pen the Browser type the URL Link given below (or) Scan the QR
Code. 10th Standard Mathematics Chapter named “Geometry” will
open. Select the work sheet “Pair of Tangents”.
Step 2: In the given worksheet you can change the radius and Distance by moving
the sliders given on Left hand side. Move the Slider in the middle to see the
steps for construction.
Step 1 Step 2
https://www.geogebra.org/m/jfr2zzgy#chapter/356194
or Scan the QR Code.
Learning Outcomes
5.1 Introduction
Coordinate geometry, also called Analytical geometry is a branch of mathematics,
in which curves in a plane are represented by algebraic equations. For example, the
equation x 2 + y 2 = 1 , describes a circle of unit radius in the plane. Thus coordinate
geometry can be seen as a branch of mathematics which interlinks algebra and
geometry, where algebraic equations are represented by geometric curves. This
connection makes it possible to reformulate problems in geometry to problems in
algebra and vice versa. Thus, in coordinate geometry, the algebraic equations have
visual representations thereby making our understanding much deeper. For instance,
the first degree equation in two variables ax + by + c = 0 represents a straight line in
a plane. Overall, coordinate geometry is a tool to understand concepts visually and
created new branches of mathematics in modern times.
203
Recall
Distance between two points
B(x2, y2)
Distance between two points A(x 1, y1 ) and B(x 2 , y2 ) is d
Section Formula
B(x2, y2)
Internal Division
n
Let A (x 1, y1 ) and B (x 2 , y2 ) be two distinct points such that point P
C(x3, y3)
Centroid of a triangle
2
1 G
The coordinates of the centroidG of a triangle with vertices 2 1
1 2
A(x ,
x + x + x y + y + y 1 y )
2. A(0, 5), B(5, 0) and C(-4, -7) are vertices of a triangle then its centroid will be at _____.
Using 2s = a + b + c , we can calculate the area of triangle ABC by using the Heron’s
formula s(s - a )(s - b)(s - c) . But this procedure of finding length of sides of D ABC
and then calculating its area will be a tedious procedure.
Y
There is an elegant way of finding area of a triangle A(x1, y1)
1
= { }
(x y + x 2 y 3 + x 3 y1 ) − (x 2 y1 + x 3 y2 + x 1y 3 ) sq.units.
2 1 2
Progress Check
The vertices of D PQR are P(0, - 4) , Q(3, 1) and R(-8, 1)
1. Draw D PQR on a graph paper.
2. Check if D PQR is equilateral.
3. Find the area of D PQR .
4. Find the coordinates of M, the mid-point of QP.
5. Find the coordinates of N, the mid-point of QR.
6. Find the area of D MPN .
7. What is the ratio between the areas of D MPN and D PQR ?
Similarly, if the area of D ABC is zero, then the three points lie on the same straight
line. Thus, three distinct points A (x 1, y1 ) , B (x 2 , y2 ) and C (x 3 , y 3 ) will be collinear if and
only if area of ∆ABC = 0 .
Y ,y 4) C (x3, y3)
D (x 4
5.3 Area of a Quadrilateral
If ABCD is a quadrilateral, then considering the
diagonal AC, we can split the quadrilateral ABCD into
two triangles ABC and ACD.
Using area of triangle formula given its vertices, we A (x1,y1) B (x2,y2)
1
= {(x y + x 2y4 + x 4y1 ) − (x 2y1 + x 4y2 + x1y4 )}
2 1 2
B (x2,y2) C (x3,y3)
P Q R S
1
+
2 2 3
{
(x y + x 3y4 + x 4y2 ) − (x 3y2 + x 4y3 + x 2y4 ) X′ O } X
Y¢ Fig. 5.9
1
== {(x 1y2 + x 2y 3 + x 3y 4 + x 4y1 ) − (x 2y1 + x 3y2 + x 4y 3 + x 1y 4 )}
2
1
= {(x 1 − x 3 )(y2 − y 4 ) − (x 2 − x 4 )(y1 − y 3 )} sq.units.
2
The following pictorial representation helps us to write the above formula very easily.
Take the vertices A(x 1, y1 ) , B(x 2 , y2 ) , C (x 3 , y 3 ) and D(x 4 , y 4 ) in counter-clockwise direction
and write them column-wise as that of the area of a triangle.
Coordinate Geometry 207
Thinking Corner
1. If the area of a quadrilateral formed by the points (a, a), (–a, a), (a, –a) and
(–a, –a), where a ¹ 0 is 64 square units, then identify the type of the quadrilateral
2. Find all possible values of a.
Example 5.1 Find the area of the triangle whose vertices are (-3, 5) , (5, 6) and (5, - 2)
Solution Plot the points in a rough diagram and take them in counter-clockwise order.
Let the vertices be A (-3, 5) , B (5, - 2) , C (5, 6)
(x 1, y1 ) (x 2 , y2 ) (x 3 , y 3 ) 6
Y C(5,6)
A(–3,5)
5
The area of DABC is
4
1
= {(x y + x 2y3 + x 3y1 ) − (x 2y1 + x 3y2 + x1y3 )}
2 1 2
3
2
1 1
=
2
{(6 + 30 + 25) − (25 − 10 − 18)}
X′ 0 1 2 3 4 5 X
-5 -4 -3 -2 -1
-1
1
= {61 + 3} -2 B(5,–2)
2 Y¢
1 Fig. 5.10
= (64) = 32 sq.units
2
Example 5.2 Show that the points P(-1.5 , 3) , Q(6 , -2) , R(-3 , 4) are collinear.
Solution The points are P(-1.5 , 3) , Q(6 , -2) , R(-3 , 4)
1
Area of D PQR = {(x y + x 2y3 + x 3y1 ) − (x 2y1 + x 3y2 + x1y3 )}
2 1 2
1 1
= {(3 + 24 − 9) − (18 + 6 − 6)} = {18 − 18} = 0
2 2
Therefore, the given points are collinear.
Example 5.3 If the area of the triangle formed by the vertices A(-1, 2) , B(k , -2) and
C(7, 4) (taken in order) is 22 sq. units, find the value of k.
Example 5.4 If the points P(-1, -4) , Q(b, c) and R(5, - 1) are collinear and if 2b + c = 4 ,
then find the values of b and c.
Solution Since the three points P(-1, - 4) , Q(b, c) and R(5, - 1) are collinear,
Area of triangle PQR = 0
1
{(x y + x 2y3 + x 3y1 ) − (x 2y1 + x 3y2 + x1y3 )} = 0
2 1 2
1
2
{(−c − b − 20) − (−4b + 5c + 1)} = 0
−c − b − 20 + 4b − 5c − 1 = 0
b - 2c = 7 …(1)
Also, 2b + c = 4 …(2) (from given information)
Solving (1) and (2) we get b = 3 , c = −2
Example 5.5 The floor of a hall is covered with identical tiles which are in the shapes of
triangles. One such triangle has the vertices at (-3 , 2) , (-1, -1) and (1, 2) . If the floor of
the hall is completely covered by 110 tiles, find the area of the floor.
Solution Vertices of one triangular tile are at
(-3 , 2) , (-1, -1) and (1, 2)
1
Area of this tile =
2
{(3 − 2 + 2) − (−2 − 1 − 6)} sq.units
1
= (12) = 6 sq.units A(–3,2) ,2)
2 C(1
Since the floor is covered by 110 triangle shaped
identical tiles, B(–1,–1)
Example 5.6 Find the area of the quadrilateral formed by the points (8, 6) , (5, 11) , (-5, 12)
and (-4, 3) .
Solution Before determining the area of quadrilateral, plot the vertices in a graph.
Let the vertices be A(8,6), B(5,11), C(–5,12) and D(–4,3)
1 8
= {(88 + 60 − 15 − 24) − (30 − 55 − 48 + 24)} 6
2 A(8,6)
4
1
= {109 + 49} D(–4,3) 2
2
0 2 4 6 8 10 X
X′ -6 -4 -2
1 Y¢
= {158} = 79 sq.units Fig. 5.12
2
Progress Check
Given a quadrilateral ABCD with vertices A(–3, –8), B(6, –6), C(4, 2), D(–8, 2)
Y
6
1. Find the area of D ABC . 4
D(–8,2) C(4,2)
2. F
ind the area of D ACD . 2
X′ 0
-8 -6 -4 -2 2 4 6 8 10 X
3. Calculate area of D ABC + area of D ACD . -2
-4
4. Find the area of quadrilateral ABCD. -6
-8 B(6,–6)
5. Compare the answers obtained in 3 and 4. A(–3,–8)
-10
Y¢
Fig. 5.13
Example 5.7 The given diagram shows a plan for constructing a Y C(4,9)
9
new parking lot at a campus. It is estimated that such construction )
8 1,7
would cost `1300 per square feet. What will be the total cost for D(
7
making the parking lot? 6
5
Solution The parking lot is a quadrilateral whose vertices are at 4 5,5
)
B(
A(2, 2) , B(5, 5) , C(4, 9) and D(1, 7) . 3
2
A(2,2)
1 2 5 4 1 2 1
Area of parking lot = sq.units
2 2 5 9 7 2 X′ 0 1 2 3 4 5 X
Y¢
1 Fig. 5.14
= {(10 + 45 + 28 + 2) − (10 + 20 + 9 + 14)}
2
1
= {85 − 53}
2
1
= (32) = 16 sq.units.
2
Area of parking lot = 16 sq.feets
Construction rate per square feet = ₹ 1300
Total cost for constructing the parking lot = 16 × 1300 = ₹20800
Activity 2
Y C(5,7)
7
6
Find the area of the Two French mathematicians
5 D(5,5)
shaded region Rene Descartes and
4
Pierre-de-Fermat were
3
2
the first to conceive the
1 B(8,1)
idea of modern coordinate
A(1,1) geometry by 1630s.
X′ 0 1 2 3 4 5 6 7 8 9 X
Y¢
Fig. 5.15
Exercise 5.1
2
E(1.5,1)
1
11. In the figure, find the area of (i) triangle AGF
G(–4.5,0.5)
(ii) triangle FED (iii) quadrilateral BCEG.
X′ -6 -5 -4 -3 -2 -1
-1
O
1 2 3 4 X
C(2,–1)
-2
B(–4,–2)
5.4 Inclination of a Line Y¢
The inclination of a line or the angle of inclination of a line is the angle which a
straight line makes with the positive direction of X axis measured in the counter-clockwise
direction to the part of the line above the X axis. The inclination of the line is usually
denoted by q .
Note
¾¾ The inclination of X axis and every line parallel to X axis is 0° .
¾¾ The inclination of Y axis and every line parallel to Y axis is 90° .
Definition
If q is the angle of inclination of a non-vertical straight line, then tan q is called the
slope or gradient of the line and is denoted by m.
Therefore the slope of the straight line is m = tan q , 0 ≤ q ≤ 180° , q ≠ 90°
To find the slope of a straight line when two points are given
Y
B(x2,y2)
Slope m = tanq
oppositeside
= (y2–y1)
adjacent side
A(x1,y1) q
C
(x2–x1)
BC
= q
AC 0
X′ X
y 2 − y1 Y¢
m = . Fig. 5.17
x 2 − x1
Note
Difference in y coordinates
Slope m = The slope of a vertical
Difference in x coordinates line is undefined.
y 2 - y1
The slope of the line through (x 1, y1 ) and (x 2 , y2 ) with x 1 ¹ x 2 is .
x 2 - x1
Values of slopes
S. No. Condition Slope Diagram
Y
4
3
2
The line is parallel 1
(i) to the positive q = 0°
q = 0°
0 1 2 3 4 5 6 7 8 X
direction of X axis.
X′-2 -1
-1
Y¢
Fig. 5.18(a)
Y
4
3
The line has negative 2
90°∠q∠180°
slope (A line with q
(iii) 90° < q < 180° 1
negative slope falls
X′ -1 0 1 2 3 4 5 6 7 8 X
from left to right). -1
Y¢
Fig. 5.18(c)
Y
4
3
Y
4
q = 90°
3
2
The slope is 1
(v) q = 90°
undefined.
X′ -1 0 1 2 3 4 5 6 7 8 X
-1
Y¢
Fig. 5.18(e)
Activity 3
Y
6
5 l2
The diagram contain four lines l1
4
l1, l2, l3 and l4. 3
Write down the slope of each of the lines shown on the grid below. One is solved for you.
Y Y
(i) (ii) Slope = ?
Slope = ?
s
t
O X
O X Y Y
q
Y r
(iii) (iv) (v)
p
Slope = ?
Fig. 5.20
Difference in y coordinate 3
Solution (iii) Slope of the line p = = =1
Difference in x coordinate 3
m1m2 = −1 .
tan q1 = − tan(90° − q2 )
tan q1 = tan (−(90° − q2 )) = tan (q2 − 90°)
q1 = q2 − 90° (since 0 £ q21 ≤ 180° , 0 £ q12 ≤ 180° )
216 10th Standard Mathematics
We get, q = 60°
Example 5.9 Find the slope of a line joining the given points
1 1 2 3
(i) (-6, 1) and (-3, 2) (ii) − , and , (iii) (14, 10) and (14, -6)
3 2 7 7
Solution
(i) (-6, 1) and (-3, 2)
y 2 − y1 2 −1 1
The slope = = = .
x 2 − x1 −3 + 6 3
1 1 2 3
(ii) − , and ,
3 2 7 7 Progress Check
3 1 6−7
− Fill in the missing boxes
The slope = 7 2 = 14
2 1 6+7 S.No. Points Slope
+
7 3 21 1 A(–a, b), B(3a,–b)
1 21 3 2 A(2, 3), B(_,_) 2
=− × =− .
14 13 26 3 A(_, _), B(_,_) 0
(iii) (14, 10) and (14, - 6) 4 A(_, _), B(_,_) undefined
−6 − 10 −16
The slope = = .
14 − 14 0
The slope is undefined.
Coordinate Geometry 217
Example 5.14 Consider the graph representing growth of population (in crores). Find
the slope of the line AB and hence estimate the population in the year 2030?
Solution The points A(2005, 96) and B(2015, 100) are Y
100 − 96 4 2
Slope of AB = = = 100
B(2015, 100)
2015 − 2005 10 5
k - 96 2 k − 96 2
= gives = X′ 0 2005 2010 2015 2020 2025 X
2030 - 2005 5 25 5 Year
Y¢
k - 96 = 10 Fig. 5.24
k = 106
Hence the estimated population in 2030 = 106 Crores.
Example 5.15 Without using Pythagoras theorem, show that the points (1, - 4) , (2, - 3)
and (4, - 7) form a right angled triangle.
Solution Let the given points be A(1, - 4) , B(2, - 3) and C(4, - 7) .
−3 + 4 1
The slope of AB = = =1
2 −1 1
−7 + 3 −4
The slope of BC = = = −2
4−2 2
−7 + 4 −3
The slope of AC = = = −1
4 −1 3
Slope of AB ´ slope of AC = (1)(−1) = −1 Thinking Corner
AB is perpendicular to AC. ∠A = 90° Provide three examples of
using the concept of slope in
Therefore, D ABC is a right angled triangle.
real-life situations.
a +e a +c e −c
−
2 2 Q(c,d)
(e,f)
f −d Fig. 5.25
And slope of QR = R
e −c
Therefore, ST is parallel to QR. (since, their slopes are equal)
2 2 Note
a + e a + c b + f b + d
Also ST = − + − This example
2 2 2 2
illustrates how a
1 geometrical result
= (e − c)2 + ( f − d )2
2 can be proved
1 using coordinate
ST
= QR Geometry.
2
Thus ST is parallel to QR and half of it.
Exercise 5.2
1. W
hat is the slope of a line whose inclination with positive direction of x -axis is
(i) 90 ° (ii) 0 °
2. W
hat is the inclination of a line whose slope is (i) 0 (ii) 1
3. Find the slope of a line joining the points
( )
(i) 5, 5 with the origin (ii) (sin q, - cos q) and (- sin q, cos q)
4. W
hat is the slope of a line perpendicular to the line joining A(5, 1) and P where P is
the mid-point of the segment joining (4, 2) and (-6, 4) .
5. Show that the given points are collinear: (-3, - 4) , (7, 2) and (12, 5)
6. I f the three points (3, - 1) , (a, 3) and (1, - 3) are collinear, find the value of a.
1
7. The line through the points (-2, a ) and (9, 3) has slope - . Find the value of a.
2
he line through the points (-2, 6) and (4,8) is perpendicular to the line through the
8. T
points (8,12) and (x , 24) . Find the value of x.
9. Show that the given points form a right angled triangle and check whether they
satisfies pythagoras theorem
(i) A(1, - 4) , B(2, - 3) and C(4, - 7) (ii) L(0, 5) , M(9, 12) and N (3, 14)
220 10th Standard Mathematics
(0,–2)
X′ 0 X
(X axis) is y = 0 (fig 5.28) (0,–3)
(0,–4)
Y¢
Y¢ Fig. 5.27
Fig. 5.28
Y
5.5.2 E quation of a straight line parallel to X axis
(–4,b)
(–3,b)
(–2,b)
(–1,b)
(1,b)
(2,b)
(3,b)
(4,b)
(5,b)
(0,b)
x=c
(c,–2)
¾¾ If c < 0 , then the line x=c lies left to the side of the Y axis (c,–3)
¾¾ If c = 0 , then the line x=c is the Y axis itself. (c,–4)
Y¢
Fig. 5.30
Example 5.17 Find the equation of a straight line passing
through (5,7) and is (i) parallel to X axis (ii) parallel to Y axis.
Solution (i) The equation of any straight line parallel to X axis is y=b.
Since it passes through (5,7), b = 7 .
Therefore, the required equation of the line is y=7.
(ii) The equation of any straight line parallel toY axis is x=c
Since it passes through (5,7), c = 5
Therefore, the required equation of the line is x=5.
¾¾ If a line with slope m, m≠0 makes x intercept d, then the equation of the
straight line is y = m (x–d).
¾¾ y = mx represent equation of a straight line with slope m and passing through
the origin.
9 70 (20, 68)
So the slope is and y intercept is 32.
5 60
50
Fahrenheit
(b) Use the slope and y intercept to write an equation 40
9 30 (0, 32)
The equation is y = x + 32
5 20
slope m. 4
(y–y1)
3
A(x1, y1) q
Let P (x , y ) be any point other than A on the given 2
(x–x1)
line. Slope of the line joining A(x 1, y1 ) and P (x , y ) is given 1
q
by 0 1 2 3 4 5 6 7 8
y − y1 X ′ -1 X
m = tan q = Y′ M
x − x1
Fig. 5.32
Coordinate Geometry 223
Example 5.23 Find the equation of a straight line passing through (5, - 3) and (7, - 4) .
Solution The equation of a straight line passing through the two points (x 1, y1 ) and (x 2 , y2 ) is
224 10th Standard Mathematics
y - y1 x − x1 y - 10 x −6
= gives =
y 2 - y1 x 2 − x1 12 - 10 14 − 6
y - 10 x −6
=
2 8
Therefore, x − 4y + 34 = 0
Example 5.25 Find the equation of a line which passes through (5,7) and makes intercepts
on the axes equal in magnitude but opposite in sign.
Solution Let the x intercept be ‘a’ and y intercept be ‘–a’.
x y
The equation of the line in intercept form is + =1
a b
x y
⇒ + = 1 (Here b = –a)
a −a
\ x − y = a . ..(1)
Since (1) passes through (5,7)
Therefore, 5 - 7 = a ⇒ a = −2
Thus the required equation of the straight line is x − y = −2 ; or x − y + 2 = 0
Example 5.26 Find the intercepts made by the line 4x − 9y + 36 = 0 on the coordinate axes.
Solution Equation of the given line is 4x − 9y + 36 = 0
we write it as 4x - 9y = −36 (bringing it to the normal form)
x y
Dividing by -36 we get, + = 1 ...(1)
−9 4
Comparing (1) with intercept form, we get x intercept a = −9 ; y intercept b = 4
Example 5.27 A mobile phone is put to use when the battery power is 100%. The percent
of battery power ‘y’ (in decimal) remaining after using the mobile phone for x hours is
assumed as y = −0.25x + 1
(i) Find the number of hours elapsed if the battery power is 40%.
(ii) How much time does it take so that the battery has no power?
Solution
60%
(i) To find the time when the battery power is 40%,
we have to take y = 0.40
0.40 = −0.25x + 1 ⇒ 0.25x = 0.60
40%
0.60
we get, x = = 2.4 hours.
0.25
Fig. 5.36
(ii) If the battery power is 0 then y = 0
Therefore, 0 = −0.25x + 1 gives-0.25x = 1 hence x = 4 hours.
Thus, after 4 hours, the battery of the mobile phone will have no power.
11
by East Avenue and Cross Road. Cross Road A(3,10)
10
intersects North Street at D and East Avenue
d
9
oa
sR
Y
Cr
7
A(3, 10). Using the figure. M(7,7)
6
D
5
(a) Find the equation of
4
(i) East Avenue. 3
E C(0,2) B(7,2)
2
(ii) North Street East Avenue
1
(iii) Cross Road 0 1 2 3 4 5 6 7 8 9 10
X′ Y′ X
Fig. 5.37
(b) Where does the Cross Road intersect?
(i) North Street (ii) East Avenue
Solution (a) (i) East Avenue is the straight line joining C(0, 2) and B(7, 2) . Thus the
equation of East Avenue is obtained by using two-point form which is
y −2 x −0
=
2−2 7−0
y −2 x
= ⇒ y=2
0 7
Thus the Cross Road meets the North Street at D(0, 6) and
East Avenue at E (-3, 2) .
Activity 5
A ladder is placed against a vertical wall with its foot touching the horizontal floor. Find
the equation of the ladder under the following conditions.
No. Condition Picture Equation of the
ladder
(i) The ladder is 8
Y
(0, 8)
inclined at 60° to 7
the floor and it 6
touches the wall at 5
Exercise 5.3
1. F ind the equation of a straight line passing through the mid-point of a line segment
joining the points (1, - 5) , (4,2) and parallel to (i) X axis (ii) Y axis
2. The equation of a straight line is 2(x − y ) + 5 = 0 . Find its slope, inclination and
intercept on the Y axis.
3. Find the equation of a line whose inclination is 30˚ and making an intercept -3 on
the Y axis.
4. Find the slope and y intercept of 3x + (1 − 3 )y = 3 .
5. Find the value of ‘a’, if the line through (–2,3) and (8,5) is perpendicular to y = ax + 2
Coordinate Geometry 229
Parallel or Parallel or
No. Equations S.No. Equations
perpendicular perpendicular
5x + 2y + 5 = 0 8x − 10y + 11 = 0
1 3
5x + 2y − 3 = 0 4x–5y+16 = 0
3x − 7y − 6 = 0 2y − 9x − 7 = 0
2 4
7x + 3y + 8 = 0 27y + 6x − 21 = 0
Activity 6
Find the equation of a straight line for the given diagrams
Y Y
6 3
5 2
4 Slope = 2 1
3 3
X′ -5 04 03 -2 -1
0 1 2 3 4 5 X
2 -1
1 -2
-3 (4, –4)
X′
-2 -1 0 1 2 3 4 5 6 7 X
-1 -4
-2 -5
Y¢ Y¢
Y Y
6 3
5 2
4 Slope = 2 1
3
3
(4, –3) 0
X′ -5 04 03 -2 -1
1 2 3 4 5 X
2 -1
1 -2
-3
X′ -3 -2 -1
0 1 2 3 4 5 6 7 X
-1 -4
-2 -5
Y¢ Y¢
Fig. 5.41
Exercise 5.5
Points to Remember
zz The area of a triangle formed by the points (x 1, y1 ) , (x 2 , y2 ) and (x 3 , y 3 ) is
1
{(x y + x 2y3 + x 3y1 ) − (x 2y1 + x 3y2 + x1y3 )} sq.units
2 1 2
zz Three points A(x 1, y1 ) , B(x 2 , y2 ) and C (x 3 , y 3 ) are collinear if and only if
(i) area of ∆ABC = 0 or x 1y2 + x 2y 3 + x 3y1 = x 2y1 + x 3y2 + x 1y 3
(ii) slope of AB=slope of BC or slope of AC
zz The area of a quadrilateral formed by the four points (x 1, y1 ) , (x 2 , y2 ) , (x 3 , y 3 ) and
1
(x 4 , y 4 ) is {(x y + x 2y3 + x 3y4 + x 4y1 ) − (x 2y1 + x 3y2 + x 4y3 + x1y4 )} sq.units.
2 1 2
zz If a line makes an angle q with the positive direction of X axis, then its slope
m = tan q .
y - y1
zz If A(x 1, y1 ), B(x 2 , y2 ) are two distinct points then the slope of AB is 2 .
x 2 - x1
−a
zz Slope of line ax + by + c = 0 is m = .
b
y − y1 x − x1
= Two point form
y 2 − y1 x 2 − x1
zz Two straight lines are parallel if and only if their slopes are equal.
zz Two straight lines with well defined slopes m1 , m2 are perpendicular if and only if
m1 × m2 = −1.
ICT CORNER
ICT 5.1
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. GeoGebra work book named
“Co-Ordinate Geometry” will open. In the left side of the work book there are many activity related to mensuration
chapter. Select the work sheet “Area of a Quadrilateral”
Step 2: In the given worksheet you can change the Question by clicking on “New Problem”. Move the slider to see the steps.
Work out each problem and verify your answer.
ICT 5.2
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. GeoGebra work book named
“Co-Ordinate Geometry” will open. In the left side of the work book there are many activity related to mensuration
chapter. Select the work sheet “Slope_Equation of a Straight Line”
Step 2: In the given worksheet you can change the Line by Dragging the points A and B on graph. Click on the Check boxes
on Left Hand Side to see various forms of same straight line.
Step 1 Step 2 Expected results
Learning Outcomes
zz To recall trigonometric ratios.
zz To recall fundamental relations between the
trigonometric ratios of an angle.
zz To recall trigonometric ratios of complementary angles.
zz To understand trigonometric identities.
zz To know methods of solving problems concerning heights and distances
of various objects.
6.1 Introduction
From very ancient times surveyors, navigators and astronomers have made use of
triangles to determine distances that could not be measured directly. This gave birth to
the branch of mathematics what we call today as “Trigonometry”.
Hipparchus of Rhodes around 200 BC(BCE), constructed a table of chord lengths for
a circle of circumference 360 × 60 = 21600 units which corresponds to one unit of
circumference for each minute of arc. For this achievement, Hipparchus is considered as
“The Father of Trigonometry” since it became the basis for further development.
239
Recall
Trigonometric Ratios
Let 0° < q < 90°
P Let us take right triangle OMP
Hy
Opposite side
p ot Opposite side MP
en
us sin q = =
e Hypotenuse OP
q Adjacent side OM
M O
cos q = =
Adjacent Side Hypotenuse OP
Fig. 6.1
From the above two ratios we can obtain other four trigonometric ratios as follows.
Note
sin q cos q
tan q = ; cot q = ; All right triangles with q as one of the angle are
cos q sin q
similar. Hence the trigonometric ratios defined
1 1
cosecq = ; sec q = through such right angle triangles do not depend on
sin q cosq the triangle chosen.
1
OP = cosθ, PQ = sinθ … (1)
q
°−
90
Now, from triangle QOR, q
X′ O P X
OR
we have = cos(90° − q)
OQ Y′
Fig. 6.2
∴ OR = OQ cos(90° − q)
OR = cos(90° − q)
RQ
Similarly, = sin(90° − q)
OQ
Then, RQ = sin(90° − q)
OR = cos(90° − q) , RQ = sin(90° − q) … (2)
OPQR is a rectangle, Note
sin(90° − q) = cos q and cos(90° − q) = sin q (tan q)2 = tan2 q (cot q)2 = cot2 q
1 1 3
sin q 0 1
2 2 2
3 1 1
cos q 1 0
2 2 2
1
tan q 0 1 3 undefined
3
2
cosecq undefined 2 2 1
3
2
sec q 1 2 2 undefined
3
1
cot q undefined 3 1 0
3
Trigonometry 241
3. A mong the six trigonometric quantities, as the value of angle increase from
0° to 90° , which of the six trigonometric quantities has undefined values?
(i) sin q > cos q (ii) cos q > sin q (iii) sec q = 2 tan q (iv) cosec q = 2 cot q
(i) sin2q + cos2 q=1 (ii) 1+tan2q = sec2 q (iii) 1 + cot2 q = cosec2q
These identities are termed as three fundamental identities of trigonometry.
We will now prove them as follows.
MP 2 OM 2 OP 2
+ =
sin2 q + cos2 q = 1 OP 2 OP 2 OP 2
2 2 2
MP OM OP
q
Þ + =
M O OP OP OP
Fig. 6.3
From (1), (sin q)2 + (cos q)2 = 12
MP 2 OM 2 OP 2
+ =
1 + tan2 q = sec2 q OM 2 OM 2 OM 2
2 2 2
MP OM OP
Þ + =
OM OM OM
Note
Though the above identities are true for any angle q , we will consider the six
trigonometric ratios only for 0° < q < 90°
Trigonometry 243
1 + cos q
Example 6.5 Prove that = cosec q + cot q
1 − cos q
1 + cos q 1 + cos q 1 + cos q
Solution = × [multiply numerator and denominator
1 − cos q 1 − cos q 1 + cos q
by the conjugate of 1 - cos q ]
(1 + cos q)2 1 + cos q sin2 q + cos2 q = 1
= =
1 − cos2 q 2
sin q
1 + cos q
= = cosec q +cotq
sin q
sec q sin q
Example 6.6 Prove that − = cot q
sin q cos q
1
sec q sin q sin q 1 sin q
Solution - = cos q − = −
sin q cos q sin q cos q sin q cos q cos q
1 − sin2 q cos2 q
= = = cot q
sin q cos q sin q cos q
Example 6.7 Prove that sin2 A cos2 B + cos2 A sin2 B + cos2 A cos2 B + sin2 A sin2 B = 1
Solution sin2 A cos2 B + cos2 A sin2 B + cos2 A cos2 B + sin2 A sin2 B
= sin2 A cos2 B + sin2 A sin2 B + cos2 A sin2 B + cos2 A cos2 B
= sin2 A + cos2 A = 1
Example 6.8 If cos q + sin q = 2 cos q , then prove that cos q − sin q = 2 sin q
Solution Now, cos q + sin q = 2 cos q .
Squaring both sides,
(cos q + sin q)2 = ( 2 cos q)2
Trigonometry 245
= 2 sin q
Therefore, cos q − sin q = 2 sin q .
Example 6.9 Prove that (cosec q − sin q)(sec q − cos q)(tan q + cot q) =1
Solution (cosec q − sin q)(sec q − cos q)(tan q + cot q)
1 1 sin q cos q
= − sin q − cos q +
sin q cos q cos q sin q
sin2 A − sin2 B
Example 6.12 Prove that tan A − tan B =2 2
cos2 A cos2 B
2 2
sin A sin B
Solution tan2 A − tan2 B = −
cos2 A cos2 B
sin2 A cos2 B − sin2 B cos2 A
=
cos2 A cos2 B
sin2 A(1 − sin2 B ) − sin2 B (1 − sin2 A)
=
cos2 A cos2 B
sin2 A − sin2 A sin2 B − sin2 B + sin2 A sin2 B sin2 A − sin2 B
= =
cos2 A cos2 B cos2 A cos2 B
sin A cos ecA+ sin A cot A − sin A + cos A sec A + cos A tan A − cos A
=
(sec A + tan A − 1)(cos ecA+ cot A − 1)
Trigonometry 247
1 + tan2 A 1 − tan A 2
Example 6.15 Show that =
1 + cot2 A 1 − cot A
Solution
LHS RHS
2
1 − tan A
2
1 + tan2 A 1 + tan2 A
1 − tan A
=
1 + cot2 A = 1 − cot A 1
1+ 1 1 −
tan2 A tan A
2
1 + tan2 A 1 − tan A
= = tan2 A ... (1) = = (− tan A)2 = tan2 A ... (2)
2
tan A + 1 tan A − 1
tan2 A tan A
1 + tan2 A 1 − tan A 2
From (1) and (2), =
1 + cot A 1 − cot A
2
cos2 q sin2 q
Example 6.17 If = p and = q , then prove that p 2q 2 (p 2 + q 2 + 3) = 1
sin q cos q
2
cos q sin2 q
Solution We have = p ...(1) and = q ...(2)
sin q cos q
cos2 q sin2 q cos2 q sin2 q
2 2 2 2
p q (p + q + 3) =
2 2 2 2 × + + 3 [from (1) and (2)]
sin q cos q sin q cos q
cos q sin q cos q sin q
4 4 4 4
= 2 2 × 2 + + 3
sin q cos q sin q cos q
2
cos6 q + sin6 q + 3 sin2 q cos2 q
= (cos2 q × sin2 q) ×
2 2
sin q cos q
6 6 2 2
= cos q + sin q + 3 sin q cos q
= (cos2 q)3 + (sin2 q)3 + 3 sin2 q cos2 q
= [(cos2 q + sin2 q)3 − 3 cos2 q sin2 q(cos2 q + sin2 q)] + 3 sin2 q cos2 q
= 1 − 3 cos2 q sin2 q(1) + 3 cos2 q sin2 q = 1
Progress Check
Exercise 6.1
(ii) (sin q + sec q)2 + (cos q + cosec q)2 = 1 + (sec q + cosec q)2
9. (i) If sin q + cos q = p and sec q + cosec q = q , then prove that q(p 2 − 1) = 2p
(ii) If sin q(1 + sin2 q) = cos2 q , then prove that cos6 q − 4 cos4 q + 8 cos2 q = 4
cos q 1 a2 − 1
10. If = , then prove that 2 = sin q
1 + sin q a a +1
Clinometer
The angle of elevation and depression are usually
measured by a device called clinometer.
Fig. 6.9
Note
¾¾ From a given point, when height of an object ¾¾ The angle of elevation increases as we
increases the angle of elevation increases. move towards the foot of the vertical
If h1 > h2 then α > β object like tower or building.
A If d2 < d1 then β > α A
h1
h2
a b
C B
a b d2
B C d1
Trigonometry 251
C
Example 6.18
Calculate ÐBAC in the given triangles. (tan
8 cm
4 cm
Example 6.20 A kite is flying at a height of 75 m above the ground. The string attached
to the kite is temporarily tied to a point on the ground. The inclination of the string
with the ground is 60° . Find the length of the string, assuming that there is no slack
in the string.
Solution Let AB be the height of the kite above the ground. Then, AB = 75.
Let AC be the length of the string. A
In the right angled ∆ABC, ∠ACB = 60°
AB
sin q =
AC
stri
75 m
75
ng
sin 60° =
AC
3 75 150
Þ = Þ AC = = 50 3
2 AC 3 60°
Hence, the length of the string is 50 3 m. B Fig. 6.14 C
Example 6.21 Two ships are sailing in the sea on either sides of a lighthouse. The
angle of elevation of the top of the lighthouse as observed from the ships are 30° and
45° respectively. If the lighthouse is 200 m high, find the distance between the two
ships. ( 3 = 1.732 )
B
Solution Let AB be the
lighthouse. Let C and D be the
200m
Trigonometry 253
Example 6.22 From a point on the ground, the angles of elevation of the bottom and top
of a tower fixed at the top of a 30 m high building are 45° and 60° respectively. Find the
height of the tower. ( 3 = 1.732)
C
Solution Let AC be the height of the tower.
Let AB be the height of the building.
h
Then, AC = h metres, AB = 30 m
In the right angled ∆CBP, ∠CPB = 60° A
BC
tan q =
BP
30m
AB + AC 30 + h
tan 60° = Þ 3= ...(1)
BP BP
60o
In the right angled ∆ABP, ∠APB = 45° 45o
B P
AB
tan q =
Fig. 6.16
BP
30
tan 45° = Þ BP = 30 ...(2)
BP
30 + h
Substituting (2) in (1), we get 3 =
30
h = 30( 3 − 1) = 30(1.732 − 1) = 30(0.732) = 21.96
Example 6.23 A TV tower stands vertically on a bank of a canal. The tower is watched
from a point on the other bank directly opposite to it. The angle of elevation of the top
of the tower is 58°. From another point 20 m away from this point on the line joining this
point to the foot of the tower, the angle of elevation of the top of the tower is 30°. Find the
height of the tower and the width of the canal. (tan 58° = 1.6003)
254 10th Standard Mathematics
TV Tower
CD = 20 m.
AB AB
In the right angled ∆ABD, tan 30° = =
BD BC + CD
1 AB
= ...(2)
3 BC + 20
1.6003 BC + 20
Dividing (1) by (2) we get, =
1 BC
3
20
BC = = 11.29 m ...(3)
1.7717
AB
1.6003 = [from (1) and (3)]
11.29
AB = 18.07
Hence, the height of the tower is 18.07 m and the width of the canal is 11.29 m .
Example 6.24 An aeroplane sets off from G on a bearing of 24° towards H, a point
250 km away. At H it changes course and heads towards J deviates further by 55° and
a distance of 180 km away.
(i) How far is H to the North of G? (ii) How far is H to the East of G?
(iii) How far is J to the North of H? (iv) How far is J to the East of H?
sin 24° = 0.4067
sin 11° = 0.1908
N
cos 24° = 0.9135 cos 11° = 0.9816
Solution J
H
OG
(i) In the right angled ∆GOH, cos 24° =
GH
OG
0.9135 = ; OG = 228.38 km G
250
Distance of H to the North of G = 228.38 km Fig. 6.18 (a)
Trigonometry 255
G
(iii) In the right angled ∆HIJ,
Fig. 6.18 (b)
IJ
sin 11° =
HJ
IJ
0.1908 = ; IJ = 34.34 km
180
Distance of J to the North of H = 34.34 km
Example 6.25 As shown in the figure, two trees are standing on flat ground. The angle of elevation
of the top of both the trees from a point X on the ground is 40° . If the horizontal distance between
X and the smaller tree is 8 m and the distance of the top of the two trees is 20 m, calculate
(i) the distance between the point X and the top of the smaller tree.
(ii) the horizontal distance between the two trees.
(cos 40° = 0.7660)
Solution Let AB be the height of the bigger tree and CD be the height of the smaller tree
and X is the point on the ground. B
CX
(i) In the right angled ∆XCD, cos 40° =
XD
8 20
XD = =10.44 m m
0.7660
Therefore, the distance between X and top
D
of the smaller tree = XD = 10.44 m
Thinking Corner
1. What type of triangle is used to calculate heights and distances?
2. When the height of the building and distances from the foot of the building is
given, which trigonometric ratio is used to find the angle of elevation?
3. If the line of sight and angle of elevation is given, then which trigonometric ratio
is used
(i) to find the height of the building
(ii) to find the distance from the foot of the building.
Exercise 6.2
1. Find the angle of elevation of the top of a tower from a point on the ground, which
is 30 m away from the foot of a tower of height 10 3 m.
2. A road is flanked on either side by continuous rows of houses of height 4 3 m with no
space in between them. A pedestrian is standing on the median of the road facing a row
house. The angle of elevation from the pedestrian to the top of the house is 30° . Find the
width of the road.
3. To a man standing outside his house, the angles of elevation of the top and bottom
of a window are 60° and 45° respectively. If the height of the man is 180 cm and if he
is 5 m away from the wall, what is the height of the window? ( 3 = 1.732)
4. A statue 1.6 m tall stands on the top of a pedestal. From a point on the ground, the
angle of elevation of the top of the statue is 60ϒ and from the same point the angle of
elevation of the top of the pedestal is 40ϒ. Find the height of the pedestal.
(tan 40° = 0.8391, 3 = 1.732)
20 m
tan 60° =
AB
20
3 =
x 60o
20 × 3 20 × 1.732 A x B
x = = = 11.55 m.
3× 3 3 Fig. 6.21
Hence, the distance between the foot of the tower and the ball is 11.55 m.
Example 6.27 The horizontal distance between two buildings is 140 m. The angle of
depression of the top of the first building when seen from the top of the second building
is 30°. If the height of the first building is 60 m, find the height of the second building.
( 3 = 1.732) X C
Solution The height of the first building 30o
AB = 60 m. Now, AB = MD = 60 m
30o
Let the height of the second building
A 140 m M
h
CD = h. Distance BD = 140 m
60 m
Now, AM = BD = 140 m
140 140 3
CM = =
3 3
140 × 1.732
=
3
CM = 80.83
Now, h = CD = CM +MD = 80.83+60 = 140.83
Example 6.28 From the top of a tower 50 m high, the angles of depression of the top and
bottom of a tree are observed to be 30° and 45° respectively. Find the height of the tree.
( 3 = 1.732)
From the diagram, ∠XAC = 30° = ∠ACM and ∠XAD = 45° = ∠ADB
1= Þ x = 50 m 30o
x C
M
In the right angled ∆AMC,
AM y
tan 30° = 45o
CM D x B
1 AM Fig. 6.23
= [ DB = CM]
3 50
50 50 3 50 × 1.732
AM = = = = 28
= 28.87
.85 m.
3 3 3
Trigonometry 259
60 m
From the diagram,
∠XDA = 28° = ∠DAC and
45o 28o
∠XDB = 45° = ∠DBC C B A
Fig. 6.24
DC
In the right angled ∆DCB, tan 45° =
BC
60
1 = Þ BC = 60 m
BC
DC
In the right angled ∆DCA, tan 28° =
AC
60 60
0.5317 = Þ AC = = 112.85
AC 0.5317
Example 6.30 A man is watching a boat speeding away from the top of a tower. The boat
makes an angle of depression of 60° with the man’s eye when at a distance of 200 m from
the tower. After 10 seconds, the angle of depression becomes 45°. What is the approximate
speed of the boat (in km / hr), assuming that it is sailing in still water? ( 3 = 1.732)
Solution Let AB be the tower.
X A
Let C and D be the positions of the boat. 45o
60o
From the diagram,
∠XAC = 60° = ∠ACB and
∠XAD = 45° = ∠ADB , BC = 200 m
AB
In the right angled ∆ABC, tan 60° =
BC 45o 60o
AB
Þ 3= D C 200m B
200 Fig. 6.25
we get AB = 200 3 ...(1)
AB
In the right angled ∆ABD, tan 45° =
BD
Now, CD = BD − BC
Exercise 6.3
1. From the top of a rock 50 3 m high, the angle of depression of a car on the ground
is observed to be 30°. Find the distance of the car from the rock.
2. The horizontal distance between two buildings is 70 m. The angle of depression of
the top of the first building when seen from the top of the second building is 45°. If
the height of the second building is 120 m, find the height of the first building.
3. From the top of the tower 60 m high the angles of depression of the top and bottom
of a vertical lamp post are observed to be 38° and 60° respectively. Find the height of
the lamp post. (tan 38° = 0.7813, 3 = 1.732)
4. An aeroplane at an altitude of 1800 m finds that two boats are sailing towards it in
the same direction. The angles of depression of the boats as observed from the
aeroplane are 60° and 30° respectively. Find the distance between the two boats.
( 3 = 1.732)
5. From the top of a lighthouse, the angle of depression of two ships on the opposite
sides of it are observed to be 30° and 60°. If the height of the lighthouse is h meters
and the line joining the ships passes through the foot of the lighthouse, show that the
4h
distance between the ships is m.
3
6. A lift in a building of height 90 feet with transparent glass walls is descending from
the top of the building. At the top of the building, the angle of depression to a fountain
in the garden is 60°. Two minutes later, the angle of depression reduces to 30°. If the
fountain is 30 3 feet from the entrance of the lift, find the speed of the lift which is
descending.
Trigonometry 261
MP = PP ′ − MP ′ = h − OA = h − 12
60o
MP O M
In the right angled ∆OMP, = tan 60° 30o
OM
12 m
h − 12
Þ = 3 P¢
OM A
Fig. 6.27
h − 12
OM = ...(1)
3
MP ′
In the right angled ∆OMP ¢, = tan 30°
OM
12 1
Þ =
OM 3
262 10th Standard Mathematics
h − 12
From (1) and (2) we have, = 12 3
3
Þ h − 12 = 12 3 × 3 we get, h = 48
Example 6.32 A pole 5 m high is fixed on the top of a tower. The angle of elevation of
the top of the pole observed from a point ‘A’ on the ground is 60° and the angle of
depression to the point ‘A’ from the top of the tower is 45°. Find the height of the
tower. ( 3 = 1.732)
Solution Let BC be the height of the tower and CD be the height of the pole.
Let ‘A’ be the point of observation. D
Let BC = x and AB = y.
From the diagram,
5m
∠BAD = 60° and ∠XCA = 45° = ∠BAC
BC
In the right angled ∆ABC, tan 45° = C X
AB 45o
x
Þ 1= Þ x = y ...(1)
y
x
BD BC + CD
In the right angled ∆ABD, tan 60° = =
AB AB
x +5
Þ 3 = Þ 3y = x +5 60o
45o
y A
B y
we get, 3 x =x +5 [From (1)] Fig. 6.28
5 5 3 +1 5(1.732 + 1)
x= = × = = 6.83
3 −1 3 −1 3 +1 2
Solution Let W be the point on the window where the angles of elevation and depression
are measured. Let PQ be the house on the opposite side.
Then WA is the width of the street.
Trigonometry 263
= AQ (WR = AQ )
Let PA = x metres. x
AP
In the right angled ∆PAW, tan q1 = W q1
AW A
x q2
Þ tan q1 = h
AW
x
AW = R Q
tan q1 Fig. 6.29
we get, AW = x cot q 1 ...(1)
AQ
In the right angled ∆QAW, tan q2 =
AW
h
Þ tan q2 = Thinking Corner
AW
What is the minimum number
we get, AW = h cot q2 ...(2) of measurements required to
From (1) and (2) we get, x cot q1 = h cot q2 determine the height or distance
cot q2
or angle of elevation?
Þ x = h
cot q1
cot q2 cot q2
Therefore, height of the opposite house = PA+AQ = x + h = h + h = h 1 +
cot q1 cot q1
Hence Proved.
Progress Check
1. The line drawn from the eye of an observer to the point of object is __________.
2. Which instrument is used in measuring the angle between an object and the eye
of the observer?
3. When the line of sight is above the horizontal level, the angle formed is _______.
4. The angle of elevation ___________ as we move towards the foot of the vertical
object (tower).
5. When the line of sight is below the horizontal level, the angle formed is _______.
Exercise 6.4
1. From the top of a tree of height 13 m the angle of elevation and depression of the top
and bottom of another tree are 45° and 30° respectively. Find the height of the
second tree. ( 3 = 1.732)
Exercise 6.5
10. If the ratio of the height of a tower and the length of its shadow is 3 : 1 , then the
angle of elevation of the sun has measure
(A) 45° (B) 30° (C) 90° (D) 60°
11. The electric pole subtends an angle of 30° at a point on the same level as its foot. At
a second point ‘b’ metres above the first, the depression of the foot of the pole is 60° .
The height of the pole (in metres) is equal to
b b b
(A) 3 b (B) (C) (D)
3 2 3
12. A tower is 60 m heigh. Its shadow is x metres shorter when the sun’s altitude is 45°
than when it has been 30° , then x is equal to
(A) 41.92 m (B) 43.92 m (C) 43 m (D) 45.6 m
13. The angle of depression of the top and bottom of 20 m tall building from the top of
a multistoried building are 30° and 60° respectively. The height of the multistoried
building and the distance between two buildings (in metres) is
(A) 20, 10 3 (B) 30, 5 3 (C) 20, 10 (D) 30, 10 3
14. Two persons are standing ‘x’ metres apart from each other and the height of the first
person is double that of the other. If from the middle point of the line joining their
feet an observer finds the angular elevations of their tops to be complementary, then
the height of the shorter person (in metres) is
x x
(A) 2 x (B) (C) (D) 2x
2 2 2
266 10th Standard Mathematics
Unit Exercise - 6
sec A − 1 sin A − 1 tan2 q − 1
= 0
1. Prove that (i) cot A + sec A (ii)
2 2
= 1 − 2 cos2 q
1 + sin A 1 + sec A 2
tan q + 1
2
1 + sin q − cos q 1 − cos q
2. Prove that =
1 + sin q + cos q 1 + cos q
3. If x sin 3 q + y cos3 q = sin q cos q and x sin q = y cos q , then prove that x 2 + y 2 = 1 .
5. A bird is sitting on the top of a 80 m high tree. From a point on the ground, the angle
of elevation of the bird is 45° . The bird flies away horizontally in such away that it
remained at a constant height from the ground. After 2 seconds, the angle of elevation
of the bird from the same point is 30° . Determine the speed at which the bird flies.
( 3 = 1.732)
6. An aeroplane is flying parallel to the Earth’s surface at a speed of 175 m/sec and at a
height of 600 m. The angle of elevation of the aeroplane from a point on the Earth’s
surface is 37° . After what period of time does the angle of elevation increase to 53° ?
(tan 53° = 1.3270, tan 37° = 0.7536)
7. A bird is flying from A towards B at an angle of 35° , a point 30 km away from A. At
B it changes its course of flight and heads towards C on a bearing of 48° and distance
32 km away.
(i) How far is B to the North of A? (ii) How far is B to the West of A?
(iii) How far is C to the North of B? (iv) How far is C to the East of B?
(sin 55° = 0.8192, cos 55° = 0.5736, sin 42° = 0.6691, cos 42° = 0.7431)
8. Two ships are sailing in the sea on either side of the lighthouse. The angles of
depression of two ships as observed from the top of the lighthouse are 60° and 45°
3 + 1
metres, find the height
respectively. If the distance between the ships is 200
3
of the lighthouse.
9. A building and a statue are in opposite side of a street from each other 35 m apart.
From a point on the roof of building the angle of elevation of the top of statue is 24° and
the angle of depression of base of the statue is 34° . Find the height of the statue.
(tan 24° = 0.4452, tan 34° = 0.6745)
Trigonometry 267
ICT CORNER
ICT 6.1
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. Chapter named
“Trigonometry” will open. Select the work sheet “Basic Identity”
Step 2: In the given worksheet you can change the triangle by dragging the point “B”. Check the identity for each
angle of the right angled triangle in the unit circle.
ICT 6.2
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. Chapter named
“Trigonometry” will open. Select the work sheet “Heights and distance problem-1”
Step 2: In the given worksheet you can change the Question by clicking on “New Problem”. Move the slider, to
view the steps. Workout the problem yourself and verify the answer.
7.1 Introduction
The ancient cultures throughout the world sought the idea of measurements for
satisfying their daily needs. For
example, they had to know how
much area of crops needed to be
grown in a given region; how
much could a container hold?
Cube Cuboid Triangular Prism
etc. These questions were very (Rectangular perllelopiped)
important for making decisions
in agriculture and trade. They
needed efficient and compact
way of doing this. It is for this
reason, mathematicians thought
of applying geometry to real life
situations to attain useful results. Square Pyramid Triangular Pyramid Hexagonal Pyramid
This was the reason for the origin Fig. 7.1
(iii)
The shape thus formed will be l
l
a right circular cylinder whose l
Example 7.1 A cylindrical drum has a height of 20 cm and base radius of 14 cm. Find its
curved surface area and the total surface area.
Solution Given that, height of the cylinder h = 20 cm ; radius r =14 cm
Now, C.S.A. of the cylinder = 2prh sq. units
22
C.S.A. of the cylinder = 2 × × 14 × 20 = 2 × 22 × 2 × 20 = 1760 cm2
7
T.S.A. of the cylinder = 2pr (h + r ) sq. units
22 22
= 2× × 14 × (20 + 14) = 2 × × 14 × 34
7 7
= 2992 cm2
Therefore, C.S.A. = 1760 cm2 and T.S.A. = 2992 cm2
Mensuration 271
Thinking Corner
1. When ‘h’ coins each of radius ‘r’ units and thickness 1 unit is stacked one upon the
other, what would be the solid object you get? Also find its C.S.A.
2. When the radius of a cylinder is double its height, find the relation between its
C.S.A. and base area.
3. Two circular cylinders are formed by rolling two rectangular aluminum sheets each
of dimensions 12 m length and 5 m breadth, one by rolling along its length and the
other along its width. Find the ratio of their curved surface areas.
Example 7.4 If one litre of paint covers 10 m2, how many litres of paint is required to
paint the internal and external surface areas of a cylindrical tunnel whose
thickness is 2 m, internal radius is 6 m and height is 25 m.
2m
Solution Given that, height h = 25 m; thickness = 2 m
25m
internal radius r = 6 m
C.S.A. of the cylindrical tunnel = C.S.A. of the hollow cylinder Fig. 7.8
Progress Check
3. The difference between the C.S.A. and T.S.A. of a right circular cylinder is ______.
4. The C.S.A. of a right circular cylinder of equal radius and height is ________ the
area of its base.
Mensuration 273
diagram. The height of the cone is the length of the axis AB, and the slantC r
B
height is the length of the hypotenuse AC. Fig. 7.10
Surface area of a right circular cone A A
Thinking Corner
1. Give practical example of solid cone.
2. Find surface area of a cone in terms of its radius when height is equal to radius.
3. Compare the above surface area with the area of the base of the cone.
Activity 1
(i) Take a semi-circular paper with radius 7 cm and make it a cone. Find the C.S.A.
of the cone.
(ii) Take a quarter circular paper with radius 3.5 cm and make it a cone. Find the
C.S.A. of the cone.
274 10th Standard Mathematics
Example 7.5 The radius of a conical tent is 7 m and the height is 24 m. Calculate the
length of the canvas used to make the tent if the width of the rectangular canvas is 4 m?
Solution Let r and h be the radius and height of the cone respectively.
Given that, radius r =7 m and height h = 24 m
Hence, l = r 2 + h 2
= 49 + 576
l = 625 = 25 m
C.S.A. of the conical tent = prl sq. units
22
Area of the canvas = × 7 × 25 = 550 m2
7
Area of the canvas 550
Now, length of the canvas = = = 137.5 m
width 4
Example 7.6 If the total surface area of a cone of radius 7cm is 704 cm2, then find its
slant height.
2.4cm
Solution Let h and r be the height and radius of the cone and cylinder.
l = 2.5 cm
= 17.6
Progress Check
Sector Cone
Radius Circumference of the base
Area Slant height
Arc length Curved surface area
h = 2r
Surface area of sphere =curved surface area of cylinder
= 2prh = 2pr (2r )
Fig. 7.15
Surface area of a sphere = 4pr 2 sq.units
Activity 2
(i) Take a sphere of radius ‘r’.
(ii) Take a cylinder whose base diameter and height are equal to the diameter of the
sphere.
(iii) Now, roll thread around the surface of the sphere and the cylinder without
overlapping and leaving space between the threads.
(iv) Now compare the length of the two threads in both the cases.
(v) Use this information to find surface area of sphere.
7.2.5 Hemisphere r
By doing this, we observe that a hemisphere is exactly half the Fig. 7.16
portion of the sphere.
C.S.A. of the sphere 4pr 2
Curved surface area of hemisphere = =
2 2
C.S.A. of a hemisphere = 2pr 2 sq.units
Mensuration 277
Example 7.8 Find the diameter of a sphere whose surface area is 154 m2.
Solution Let r be the radius of the sphere. Activity 3
Given that, surface area of sphere = 154 m2 Using a globe, list any two countries
4pr 2 = 154 in the northern and southern
hemispheres.
22
4 ´ ´r 2 = 154
7 Northern
1 7 Hemisphere
⇒ r2 = 154 × ×
4 22 Equator
49 7
r2 = we get r = Southern
4 2 Hemisphere
Therefore, diameter is 7 m
Fig. 7.18
Example 7.9 The radius of a spherical balloon increases from 12 cm to 16 cm as air
being pumped into it. Find the ratio of the surface area of the balloons in the two cases.
Solution Let r1 and r2 be the radii of the balloons.
r1 12 3
Given that, = =
r2 16 4 2
r 3
4pr12
2
r12 9
Now, ratio of C.S.A. of balloons = 1
= 2 = = =
4pr22
r2 r2 4 16
Therefore, ratio of C.S.A. of balloons is 9:16.
Thinking Corner
1. Find the value of the radius of a sphere whose surface area is 36p sq. units.
3. Find the surface area of the earth whose diameter is 12756 kms.
278 10th Standard Mathematics
Example 7.10 If the base area of a hemispherical solid is 1386 sq. metres, then find its
total surface area?
Note
Solution Let r be the radius of the hemisphere.
For finding the C.S.A.
Given that, base area = pr 2 = 1386 sq. m and T.S.A. of a hollow
T.S.A. = 3pr sq.m
2 sphere, the formulla for
finding the surface area
= 3 × 1386 = 4158
of a sphere can be used.
Therefore, T.S.A. of the hemispherical solid is 4158 m2.
Thinking Corner
1. Shall we get a hemisphere when a sphere is cut along the small circle?
2. T.S.A of a hemisphere is equal to how many times the area of its base?
3. How many hemispheres can be obtained from a given sphere?
Example 7.11 The internal and external radii of a hollow hemispherical shell are 3 m and
5 m respectively. Find the T.S.A. and C.S.A. of the shell.
Solution Let the internal and external radii of the hemispherical shell be r and R
respectively.
Given that, R = 5 m, r =3 m
R
C.S.A. of the shell = 2p(R 2 + r 2 ) sq. units r
22
= 2× × (25 + 9) = 213.71
7
T.S.A. of the shell = p(3R 2 + r 2 ) sq. units
Fig. 7.19
22
= (75 + 9) = 264
7
Therefore, C.S.A. = 213.71 m 2 and T.S.A. = 264 m2.
Definition
H When a cone ABC is cut through by a plane parallel to its
D r E
L
base, the portion of the cone DECB between the cutting plane
h and the base is called a frustum of the cone.
l
R
B C
Fig. 7.23
T.S.A.
= C.S.A. + Area of the bottom circular region
+ Area of the top circular region.
22
Thinking Corner
= × (4 + 1) × 5 1. Give two real life examples
7
for a frustum of a cone.
550
=
7 2. Can a hemisphere be
Therefore, C.S.A. = 78.57 cm2 considered as a frustum of
a sphere.
Example 7.14 An industrial metallic bucket is in the shape of the frustum of a right
circular cone whose top and bottom diameters are 10 m and 4 m and whose height is 4 m.
Find the curved and total surface area of the bucket.
Solution Let h, l, R and r be the height, slant height, top radius and bottom radius of the
frustum.
Given that, diameter of the top =10 m; radius of the top R = 5 m.
diameter of the bottom = 4 m; radius of the bottom r = 2 m, height h= 4 m
Now, l = h 2 + (R − r )2
10 m
= 42 + (5 − 2)2
l = 16 + 9 = 25 =5m 4 cm
C.S.A.
= p(R + r )l sq. units
22 4m
= (5 + 2) × 5 = 110 m 2 Fig. 7.24
7
T.S.A. = p(R + r )l + pR 2 + pr 2 sq. units
22 1408
= (5 + 2)5 + 25 + 4 = = 201.14
7 7
Therefore, C.S.A. = 110 m2 and T.S.A. = 201.14 m2
Progress Check
1. The portion of a right circular cone intersected between two parallel planes is
_________.
2. How many frustums can a right circular cone have?
Mensuration 281
1. T
he radius and height of a cylinder are in the ratio 5:7 and its curved surface area is
5500 sq.cm. Find its radius and height.
solid iron cylinder has total surface area of 1848 sq.m. Its curved surface area is
2. A
five – sixth of its total surface area. Find the radius and height of the iron cylinder.
he external radius and the length of a hollow wooden log are 16 cm and 13 cm
3. T
respectively. If its thickness is 4 cm then find its T.S.A.
right angled triangle PQR where ∠Q = 90 is rotated about QR and PQ. If
4. A
QR=16 cm and PR=20 cm, compare the curved surface areas of the right circular
cones so formed by the triangle.
5. 4 persons live in a conical tent whose slant height is 19 m. If each person require
22 m2 of the floor area, then find the height of the tent.
6. A
girl wishes to prepare birthday caps in the form of right circular cones for her
birthday party, using a sheet of paper whose area is 5720 cm2, how many caps can be
made with radius 5 cm and height 12 cm.
7. The ratio of the radii of two right circular cones of same height is 1:3. Find the ratio
of their curved surface area when the height of each cone is 3 times the radius of the
smaller cone.
8. The radius of a sphere increases by 25%. Find the percentage increase in its surface area.
9. The internal and external diameters of a hollow hemispherical vessel are 20 cm and
28 cm respectively. Find the cost to paint the vessel all over 6cm
2
at ` 0.14 per cm .
8cm
10. The frustum shaped outer portion of the table lamp has to be
painted including the top part. Find the total cost of painting
12cm
the lamp if the cost of painting 1 sq.cm is ` 2.
7.3 Volume
Having discussed about the surface areas of cylinder, cone,
sphere, hemisphere and frustum, we shall now discuss about the
volumes of these solids.
Volume refers to the amount of space occupied by an object.
The volume is measured in cubic units.
7.3.1 Volume of a solid right circular cylinder
h
The volume of a right circular cylinder of base radius ‘r’ and height ‘h’
is given by V = (Base Area) × (Height) = pr 2 × h = pr 2h cubic units.
r
Therefore, Volume of a cylinder = pr h cu. units.
2
Fig. 7.25
= base area × h
= 250× 2 = 500 m3
Thinking Corner
1. If the height is inversely proportional to the square of its radius, the volume of the
cylinder is ____________.
2. What happens to the volume of the cylinder with radius r and height h, when its
(a) radius is halved (b) height is halved.
Example 7.16 The volume of a cylindrical water tank is 1.078 × 106 litres. If the diameter
of the tank is 7 m, find its height.
Solution Let r and h be the radius and height of the cylinder respectively.
Given that, volume of the tank = 1.078 × 106 = 1078000 litre
1
= 1078 m3 ( 1l = m 3)
1000
7
diameter = 7m Þ radius = m
2
volume of the tank = pr 2h cu. units
22 7 7
1078 = × × ×h
7 2 2
Therefore, height of the tank is 28 m
Mensuration 283
22
= (282 − 212 ) × 9
7
22
= (784 − 441) × 9 = 9702
7
22 21 21
Volume of cylinder B =
7 cm
× × ×7
7 2 2
= 2425.5 cm3
cylinder A cylinder B
Therefore, volume of cylinder B is greater Fig. 7.27
than volume of cylinder A.
Fig. 7.28
From, Fig.7.28 we see that,
= pr 2h cu. units
1
Volume of a cone = pr 2h cu. units
3
Example 7.19 The volume of a solid right circular cone is 11088 cm3. If its height is 24 cm
then find the radius of the cone.
Solution Let r and h be the radius and height of the cone respectively.
Given that, volume of the cone = 11088 cm3
1 2
pr h = 11088
3
1 22
´ ´ r 2 ´ 24 = 11088
3 7
r 2 = 441
Therefore, radius of the cone r = 21 cm
Thinking Corner
1. Is it possible to find a right circular cone with equal
(a) height and slant height (b) radius and slant height (c) height and radius.
2. There are two cones with equal volumes. What will be the ratio of their radius and
height?
Mensuration 285
3 1 1 = 2 ⇒ r1 ´ h1 =
2
1 2 3 r22 2h1 3
pr2 h2
3
r12 4 r 2
= ⇒ 1 =
r22 3 r2 3
Therefore, ratio of their radii = 2 : 3
Progress Check
3 cm
greater?
(ii) Verify whether the cone with
greater volume has greater 3 cm 4 cm
Fig. 7.29
surface area.
(iii) Volume of cone A : Volume of cone B = ?
7.3.5 Volume of a hollow sphere / spherical shell (volume of the material used)
Let r and R be the inner and outer radius of the hollow sphere.
Volume enclosed between the outer and inner spheres
4 4 r
= pR 3 − pr 3
3 3 R
4
Volume of a hollow sphere = p(R 3 − r 3 ) cu. units
3
Fig. 7.31
7.3.6 Volume of solid hemisphere
r
Let r be the radius of the solid hemisphere.
1
Volume of the solid hemisphere =
(volume of sphere) r
2
1 4
= pr 3 Fig. 7.32
2 3
2 3
Volume of a solid hemisphere = pr cu. units
3
7.3.7 Volume of hollow hemisphere (volume of the material used)
Let r and R be the inner and outer radius of the hollow hemisphere.
R
r
Volume of hollow
Volume of outer Volume of inner
=
hemisphere − hemisphere
hemisphere
2 2
= pR 3 − pr 3
3 3
Fig. 7.33
2
Volume of a hollow hemisphere = p(R 3 − r 3 ) cu. units
3
Thinking Corner
A cone, a hemisphere and a cylinder have equal bases. The heights of the cone and
cylinder are equal and are same as the common radius. Are they equal in volume?
Mensuration 287
Thinking Corner
1. Give any two real life examples of sphere and hemisphere.
2. A plane along a great circle will split the sphere into _____ parts.
3. If the volume and surface area of a sphere are numerically equal, then the radius
of the sphere is ________.
Example 7.22 Calculate the mass of a hollow brass sphere if the inner diameter is 14 cm
and thickness is 1mm, and whose density is 17.3 g/ cm3. (Hint: mass = density × volume)
Solution Let r and R be the inner and outer radii of the hollow sphere.
1
Given that, inner diameter d = 14 cm; inner radius r = 7 cm; thickness = 1 mm = cm
10
1 71
Outer radius R = 7 + = = 7.1 cm
10 10
4
Volume of hollow sphere = p (R 3 − r 3 ) cu. units
3
4 22 (
= × 357.91 − 343) = 62.48 cm3
3 7
But, density of brass in 1 cm3 = 17.3 gm
3
1 22 2
= × × 28 + (28 × 7) + 72 × 45
3 7
2 8 cm
1 22
= × × 1029 × 45 = 48510 Fig. 7.35
3 7
Therefore, volume of the frustum is 48510 cm3
Mensuration 289
Exercise 7.2
1. A 14 m deep well with inner diameter 10 m is dug and the earth taken out is evenly
spread all around the well to form an embankment of width 5 m. Find the height of
the embankment.
2. A
cylindrical glass with diameter 20 cm has water to a height of 9 cm. A small
cylindrical metal of radius 5 cm and height 4 cm is immersed completely. Calculate
the raise of the water in the glass?
3. I f the circumference of a conical wooden piece is 484 cm then find its volume when
its height is 105 cm.
4. A conical container is fully filled with petrol. The radius is 10m and the height is
15 m. If the container can release the petrol through its bottom at the rate of 25 cu.
meter per minute, in how many minutes the container will be emptied. Round off
your answer to the nearest minute.
5. A
right angled triangle whose sides are 6 cm, 8 cm and 10 cm is revolved about the
sides containing the right angle in two ways. Find the difference in volumes of the
two solids so formed.
6. T
he volumes of two cones of same base radius are 3600 cm3 and 5040 cm3. Find the
ratio of heights.
7. If the ratio of radii of two spheres is 4:7, find the ratio of their volumes.
8. A solid sphere and a solid hemisphere have equal total surface area. Prove that the
ratio of their volume is 3 3 : 4 .
9. The outer and the inner surface areas of a spherical copper shell are 576p cm2 and
324p cm2 respectively. Find the volume of the material required to make the shell.
10. A container open at the top is in the form of a frustum of a cone of height 16 cm with
radii of its lower and upper ends are 8 cm and 20 cm respectively. Find the cost of
milk which can completely fill a container at the rate of `40 per litre.
7.4 Volume and Surface Area of Combined Solids
Observe the shapes given (Fig.7.37).
The shapes provided lead to the following definitions of ‘Combined Solid’.
290 10th Standard Mathematics
Mensuration 291
Example 7.26 Arul has to make arrangements for the accommodation of 150 persons
for his family function. For this purpose, he plans to build a tent which is in the shape of
cylinder surmounted by a cone. Each person occupies 4 sq. m of the space on ground and
40 cu. meter of air to breathe. What should be the height of the conical part of the tent if
the height of cylindrical part is 8 m?
6m
Total number of persons = 150
8m
Therefore, total base area = 150´4
pr 2 = 600 ... (1)
Volume of air required for 1 person = 40 m3 Fig. 7.40
(R − r )
2
8cm
Here, Slant height of the frustum l = + h12 units
6 cm
= 36 + 64
20cm
l = 10 cm
12cm
Outer surface area = 2prh2 + p (R + r )l sq. units
= p 2rh2 + (R + r )l
= p 144 + 180
22
= × 324 = 1018.28
7
Therefore, outer surface area of the funnel is 1018.28 cm2
Example 7.28 A hemispherical section is cut out from one face of
a cubical block (Fig.7.42) such that the diameter l of the hemisphere
is equal to side length of the cube. Determine the surface area of
the remaining solid.
Solution Let r be the radius of the hemisphere.
Given that, diameter of the hemisphere = side of the cube = l
l Fig. 7.42
Radius of the hemisphere =
2
TSA of the remaining solid = Surface area of the cubical part
+ C.S.A. of the hemispherical part
− Area of the base of the hemispherical part
= 6 × (Edge)2 + 2pr 2 − pr 2
= 6 × (Edge)2 + pr 2
2
l 1
= 6 × (l ) + p = (24 + p)l 2 2
2 4
1
Total surface area of the remaining solid = (24 + p)l 2 sq. units
4
Mensuration 293
Combined solids
Exercise 7.3
12 cm
4. A solid consisting of a right circular cone of height 12 cm and radius
6 cm standing on a hemisphere of radius 6 cm is placed upright in a
right circular cylinder full of water such that it touches the bottom.
Find the volume of the water displaced out of the cylinder, if the
radius of the cylinder is 6 cm and height is 18 cm. 6 cm
6 cm
5. A capsule is in the shape of a cylinder with two hemisphere stuck to
each of its ends. If the length of the entire capsule is 12 mm and the diameter of the
capsule is 3 mm, how much medicine it can hold?
Mensuration 295
Activity 5
The adjacent figure shows a cylindrical can with two balls. The can is
just large enough so that two balls will fit inside with the lid on. The
radius of each tennis ball is 3 cm. Calculate the following
(i) height of the cylinder.
(ii) radius of the cylinder.
(iii) volume of the cylinder.
(iv) volume of two balls.
(v) volume of the cylinder not occupied by the balls.
(vi) percentage of the volume occupied by the balls. Fig. 7.43
Exercise 7.4
1. An aluminium sphere of radius 12 cm is melted to make a cylinder of radius 8 cm.
Find the height of the cylinder.
2. Water is flowing at the rate of 15 km per hour through a pipe of diameter 14 cm into a
rectangular tank which is 50 m long and 44 m wide. Find the time in which the level
of water in the tanks will rise by 21 cm.
3. A conical flask is full of water. The flask has base radius r units and height h units, the
water is poured into a cylindrical flask of base radius xr units. Find the height of water
in the cylindrical flask.
296 10th Standard Mathematics
Exercise 7.5
Multiple choice questions
Unit Exercise - 7
10. A metallic sheet in the form of a sector of a circle of radius 21 cm has central angle
of 216°. The sector is made into a cone by bringing the bounding radii together. Find
the volume of the cone formed.
Points to Remember
Curved surface Area /
Total surface Area Volume
Solid Figure Lateral surface Area
(in sq. units) (in cubic units)
(in sq. units)
Cuboid 2h (l + b ) 2 (lb + bh + lh ) l ´b ´ h
Cube 4a 2 6a 2 a3
Mensuration 299
Hollow 2p (R + r ) h 2p(R + r ) (
p R2 − r 2 h)
cylinder ( R − r + h)
h
r
Hollow
R
r
(
2p R 2 + r 2 ) (
p 3R 2 + r 2 ) 2
(
p R3 − r 3 )
hemisphere 3
Frustum of r
p (R + r )l where p(R + r )l + pR 2 1
ph R 2 + r 2 + Rr
right circular h 3
l = h 2 + (R − r )
2 2
+pr
cone
R
ICT CORNER
ICT 7.1
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. GeoGebra work book named
“Mensuration _X” will open. Select the work sheet “Cone-Cylinder relation”
Step 2: In the given worksheet you can change the radius and height of the cone-Cylinder by moving the sliders on the left-
hand side. Move the vertical slider, to view cone filled in the cylinder and this proves 3 times cone equal to one cylinder of
same radius and same height.
Step 1 Step 2 Expected results
ICT 7.2
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. GeoGebra work book named
“Mensuration _X” will open. Select the work sheet “Cylinder Hemispheres”
Step 2: In the given worksheet you can change the radius of the Hemisphere-Cylinder by moving the sliders on the left-
hand side. Move the slider Attach/Detach to see how combined solid is formed. You can rotate 3-D picture to see the faces.
Working is given on the left-hand side. Work out and verify your answer.
Step 1 Step 2 Expected results
Learning Outcomes
zz To recall the measures of central tendency.
zz To recall mean for ungrouped and grouped data.
zz To understand the concept of dispersion.
zz To understand and compute range, standard deviation, variance and
coefficient of variation.
zz To understand random experiments, sample space and use of a tree
diagram.
zz To define and describe different types of events of a random experiment.
zz To understand addition theorem of probability and apply it in solving
some simple problems.
8.1 Introduction
‘STATISTICS’ is derived from the Latin word ‘status’ which means a political state.
Today, statistics has become an integral part of everyone’s life, unavoidable whether
making a plan for our future, doing a business, a marketing research or preparing economic
reports. It is also extensively used in opinion polls, doing advanced research. The study
of statistics is concerned with scientific methods for collecting, organising, summarising,
presenting, analysing data and making meaningful decisions. In earlier classes we have
studied about collection of data, presenting the data in tabular form, graphical form and
calculating the Measures of Central Tendency. Now, in this class, let us study about the
Measures of Dispersion.
301
Direct Method Direct Method Assumed Mean Method Step Deviation Method
n n
n
∑ fidi ∑ fd i i
n
∑x i
∑x f i i X = A+ i =1 X = A +C × i =1
n
X= i =1 n
X= i =1 n
∑f ∑f i
n ∑f i i =1
i
i =1
i =1
where di = xi–A xi − A
where di =
c
We apply the respective formulae depending upon the information provided in the problem.
302 10th Standard Mathematics
Batsman A Batsman B
100 100
90 90
80 80
70 70
Runs
Runs
60 60
50 50
40 40
30 30
20 20
10 10
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
No. of Matches No. of Matches
Fig. 8.1(a) Fig. 8.1(b)
From the above diagrams, we see that runs of batsman B are grouped around the
mean. But the runs of batsman A are scattered from 0 to 100, though they both have same
mean.
Thus, some additional statistical information may be required to determine how the
values are spread in data. For this, we shall discuss Measures of Dispersion.
Dispersion is a measure which gives an idea about the scatteredness of the values.
8.2.4 Variance
The mean of the squares of the deviations from the mean is called Variance.
It is denoted by s 2 (read as sigma square).
Variance
= Mean of squares of deviations Thinking Corner
2 2 2
(x − x ) + (x 2 − x ) + ... + (x n − x ) Can variance be
= 1
n n negative?
∑ (x i − x )2
Variance s 2 = i =1
n
8.2.5 Standard Deviation
The positive square root of Variance is called Standard deviation. That is, standard
deviation is the positive square root of the mean of the squares of deviations of the given
values from their mean. It is denoted by s.
Standard deviation gives a clear idea about
how far the values are spreading or deviating from Karl Pearson was the
the mean. first person to use the word
n standard deviation. German
∑ (x i
− x )2 mathematician Gauss used the
Standard deviation s = i =1
word Mean error.
n
Grouped data
Ungrouped
(Both discrete
data
and continuous)
formula s = .
n
Example 8.4 The number of televisions sold in each day of a week are 13, 8, 4, 9, 7, 12, 10.
Find its standard deviation.
Solution x x2 Standard deviation Thinking Corner
i i
13 169 Σx i2 Σx
2
Can the standard deviation
s = − i be more than the variance?
8 64 n n
4 16
2
9 81 623 63 Progress Check
7 49 = −
12 144
7 7
10 100 = 89 − 81 = 8 If the variance is
Σx i = 63 Σx i 2 = 623 Hence, s 2.83 0.49 then the standard
deviation is _____.
(ii) Mean method
Another convenient way of finding standard deviation is to use the following formula.
Σ(x i − x )2
Standard deviation (by mean method) s =
n
Σdi 2
If di = x i − x are the deviations, then s =
n
Example 8.5 The amount of rainfall in a particular season for 6 days are given as 17.8 cm,
19.2 cm, 16.3 cm, 12.5 cm, 12.8 cm and 11.4 cm. Find its standard deviation.
Solution Arranging the numbers in ascending order we get, 11.4, 12.5, 12.8, 16.3, 17.8,
19.2. Number of observations n = 6
11.4 + 12.5 + 12.8 + 16.3 + 17.8 + 19.2 90
Mean = = = 15
6 6
306 10th Standard Mathematics
Σdi 2 Σdi d2
= − 2d + (1 + 1 + 1 + to n times)
n n n
Σdi 2 d2
= − 2d × d + × n (since d is a constant)
n n
Σdi 2
= −d 2
n Thinking Corner
2 For any collection of n values, can you
Σdi 2 Σdi
Standard deviation s = − find the value of
n n
(i) Σ(x i − x ) (ii) (Σx i ) − x
33 –2 4 = −
10 10
35 0 0
37 2 4
= 45.3 − 0.81
38 3 9
40 5 25 = 44.49
44 9 81 s 6.67
48 13 169
Activity 1
Find the standard deviation of the marks obtained by you in all five subjects in the quarterly
examination and in the midterm test separately. What do you observe from your results.
x −A Standard deviation
di = x i − A
di = i
xi c di 2 2
di = x i − 20 c = 5 Σdi 2 Σdi
s =
− × c
n n
5 –15 –3 9
10 –10 –2 4 2
15 –5 –1 1 44 4 11 1
= − × 5 = − ×5
20 0 0 0 8 8 2 4
25 5 1 1
30 10 2 4 = 5.5 − 0.25 × 5 = 2.29 × 5
35 15 3 9
40 20 4 16 s 11.45
Σdi = 4 2
Σdi = 44
Example 8.8 Find the standard deviation of the following data 7, 4, 8, 10, 11. Add 3 to
all the values then find the standard deviation for the new values.
When we add 3 to all the values, we get the new values as 7,10,11,13,14.
xi xi2 Standard deviation
2
7 49 Σx i2 Σx
s =
− i
10 100 n n
11 121 2
635 55
13 169 = −
5 5
14 196
Σx i = 55 2
Σx i = 635
s = 6 2.45
We see that the standard deviation will not change when we add some fixed constant k
to all the values.
When we multiply each data by 4, we get the new values as 8, 12, 20, 28, 32.
xi xi2 Σx
2
Σx i2
8 64 Standard deviation s = − i
n n
12 144
2
20 400 2416 100
= − = 483.2 − 400 = 83.2
28 784 5 5
32 1024
Σx i = 100 Σx i = 2416
2 s = 16 × 5.2 = 4 5.2 9.12
We see that when we multiply each data by some fixed constant k the standard deviation
also get multiplied by k.
Example 8.10 Find the mean and variance of the first n natural numbers.
Sum of all the observations
Solution Mean x =
Number of observations
Σx i 1 + 2 + 3 + ... + n n (n + 1)
= = =
n n 2 ×n
n +1
Mean x =
2
Σx i 2 Σx i Σx i = 1 + 2 + 3 + ... + n
2 2 2 2 2 2
Variance s =
2
−
n n (Σx i )2 = (1 + 2 + 3 + ... + n )2
2
n (n + 1)(2n + 1) n (n + 1)
= −
6 ×n 2 ×n
2n 2 + 3n + 1 n 2 + 2n + 1
= −
6 4
4n + 6n + 2 − 3n − 6n − 3 n 2 − 1
2 2
Variance s =
2
= .
12 12
Calculation of Standard deviation for grouped data
(i) Mean method
Σfi (x i − x )2
Standard deviation s = ( fi are frequency values of the
N
di = x i − x corresponding data points xi )
Σfidi 2 n
s= , where, N = ∑ fi
N i =1
N = 29 6944
Σfidi = 4 Σfidi 2 = 240 s= ⇒ s 2.87
29 × 29
Calculation of Standard deviation for continuous frequency distribution
(i) Mean method
Σf (x − x )
2
Standard deviation s = i i
where, x i = Middle value of the i th class.
N
fi = Frequency of the i th class.
Σx 2
− (10)
2
Incorrect value of s = 5 =
15
2
Σx Sx 2
25 = − 100 ⇒ = 125
15 15
Incorrect value of Sx 2 = 1875
Correct value of Sx 2 = 1875 − 82 + 232 = 2340
2340
− (11)
2
Correct standard deviation s =
15
s = 156 − 121 = 35 s 5.9
Exercise 8.1
1. F
ind the range and coefficient of range of the following data.
(i) 63, 89, 98, 125, 79, 108, 117, 68
(ii) 43.5, 13.6, 18.9, 38.4, 61.4, 29.8
2. If the range and the smallest value of a set of data are 36.8 and 13.4 respectively, then
find the largest value.
3. Calculate the range of the following data.
Income 400-450 450-500 500-550 550-600 600-650
Number of workers 8 12 30 21 6
4. A teacher asked the students to complete 60 pages of a record note book. Eight
students have completed only 32, 35, 37, 30, 33, 36, 35 and 37 pages. Find the
standard deviation of the pages completed by them.
5. Find the variance and standard deviation of the wages of 9 workers given below:
₹310, ₹290, ₹320, ₹280, ₹300, ₹290, ₹320, ₹310, ₹280.
6. A wall clock strikes the bell once at 1 o’ clock, 2 times at 2 o’ clock, 3 times at 3 o’
clock and so on. How many times will it strike in a particular day. Find the standard
deviation of the number of strikes the bell make a day.
7. Find the standard deviation of first 21 natural numbers.
8. If the standard deviation of a data is 4.5 and if each value of the data is decreased by
5, then find the new standard deviation.
9. If the standard deviation of a data is 3.6 and each value of the data is divided by 3,
then find the new variance and new standard deviation.
10. The rainfall recorded in various places of five districts in a week are given below.
Find its standard deviation.
Rainfall (in mm) 45 50 55 60 65 70
Number of places 5 13 4 9 5 4
Statistics and Probability 313
Progress Check
Exercise 8.2
1. T he standard deviation and mean of a data are 6.5 and 12.5 respectively. Find the
coefficient of variation.
2. The standard deviation and coefficient of variation of a data are 1.2 and 25.6
respectively. Find the value of mean.
3. If the mean and coefficient of variation of a data are 15 and 48 respectively, then find
the value of standard deviation.
4. If n = 5 , x = 6 , Σx 2 = 765 , then calculate the coefficient of variation.
5. Find the coefficient of variation of 24, 26, 33, 37, 29, 31.
6. T he time taken (in minutes) to complete a homework by 8 students in a day are given
by 38, 40, 47, 44, 46, 43, 49, 53. Find the coefficient of variation.
7. The total marks scored by two students Sathya and Vidhya in 5 subjects are 460 and 480
with standard deviation 4.6 and 2.4 respectively. Who is more consistent in performance?
8. The mean and standard deviation of marks obtained by 40 students of a class in three
subjects Mathematics, Science and Social Science are given below.
Subject Mean SD Which of the three subjects shows
Mathematics 56 12 more consistent and which shows less
Science 65 14 consistent in marks?
Social Science 60 10
8.4 Probability
Few centuries ago, gambling and gaming were considered
to be fashionable and became widely popular among many men.
As the games became more complicated, players were interested
in knowing the chances of winning or losing a game from a
given situation. In 1654, Chevalier de Mere, a French nobleman
with a taste of gambling, wrote a letter to one of the prominent
mathematician of the time, Blaise Pascal, seeking his advice about
how much dividend he would get for a gambling game played by
paying money. Pascal worked this problem mathematically but Blaise Pascal
thought of sharing this problem and see how his good friend and
mathematician Pierre de Fermat could solve. Their subsequent correspondences on the
issue represented the birth of Probability Theory as a new branch of mathematics.
Random Experiment
A random experiment is an experiment in which
(i) The set of all possible outcomes are known (ii)Exact outcome is not known.
316 10th Standard Mathematics
Progress Check
1. An experiment in which a particular outcome cannot be predicted is called _______.
2. The set of all possible outcomes is called _______.
Example 8.17 Express the sample space for rolling two dice using tree diagram.
Solution When we roll two dice, since each die contain 6 faces marked with 1,2,3,4,5,6
the tree diagram will look like
1
Hence, the sample space can be written as
2
1 3
4 S= {(1,1),(1,2),(1,3),(1,4),(1,5),(1,6)
5
6
1
2
2 3 (2,1),(2,2),(2,3),(2,4),(2,5),(2,6)
4
5
6
1
2
3 3
4 (3,1),(3,2),(3,3),(3,4),(3,5),(3,6)
5
6
1
2
4 3 (4,1),(4,2),(4,3),(4,4),(4,5),(4,6)
4
5
6
1
2
5 3 (5,1),(5,2),(5,3),(5,4),(5,5),(5,6)
4
5
6
1
2
3
6 4 (6,1),(6,2),(6,3),(6,4),(6,5),(6,6)}
5
6
Note
Note
n(E )
¾¾ P (E ) =
n(S )
n(S )
¾¾ P (S ) = = 1 . The probability of sure event is 1.
n(S )
n(f) 0
¾¾ P (f) = = = 0 . The probability of impossible event is 0.
n(s) n(s )
Progress Check
Example 8.20 Two coins are tossed together. What is the probability of getting different
faces on the coins?
Solution When two coins are tossed together, the sample space is
S = {HH , HT ,TH ,TT } ; n(S ) = 4
Let A be the event of getting different faces on the coins.
A = {HT ,TH } ; n(A) = 2
n(A) 2 1
Probability of getting different faces on the coins is P (A) = = =
n(S ) 4 2
320 10th Standard Mathematics
card. 7 7 7 7
8 8 8 8
n(A) = 26 9 9 9 9
10 10 10 10
Probability of getting a red card is
J J J J
26 1 Q Q Q Q
P (A) = =
52 2 K K K K
(ii) Let B be the event of getting a heart Set of
card. playing cards 13 13 13 13
in each suit
n(B ) = 13 Fig 8.5
Probability of getting a heart card is
n(B ) 13 1
P (B ) = = =
n(S ) 52 4
(iii) Let C be the event of getting a red king card. A red king card can be either a
diamond king or a heart king.
n(C ) = 2
Probability of getting a red king card is
n(C ) 2 1
P (C ) = = =
n(S ) 52 26
(iv) Let D be the event of getting a face card. The face cards are Jack (J), Queen (Q),
and King (K).
n(D ) = 4 × 3 = 12
Probability of getting a face card is
n(D ) 12 3
P (D ) = = =
n(S ) 52 13
(v) Let E be the event of getting a number card. The number cards are
2, 3, 4, 5, 6, 7, 8, 9 and 10.
n(E ) = 4 × 9 = 36
Probability of getting a number card is
n(E ) 36 9
P (E ) = = =
n(S ) 52 13
Statistics and Probability 321
Activity 3 Activity 4
There are three routes R1, R2 and R3 Collect the details and find the probabilities of
from Madhu’s home to her place of (i) selecting a boy from your class.
(ii) selecting a girl from your class.
work. There are four parking lots P1,
(iii) selecting a student from tenth standard
P2 , P3 , P4 and three entrances B1, B2 , B3
in your school.
into the office building. There are two (iv) selecting a boy from tenth standard in
elevators E1 and E2 to her floor. Using your school.
the tree diagram explain how many ways (v) selecting a girl from tenth standard in
can she reach her office? your school.
Example 8.24 A bag contains 6 green balls, some black and red balls. Number of black
balls is as twice as the number of red balls. Probability of getting a green ball is thrice the
probability of getting a red ball. Find (i) number of black balls (ii) total number of balls.
Solution Number of green balls is n(G ) = 6
Let number of red balls is n(R) = x
Therefore, number of black balls is n(B ) = 2x
Total number of balls n(S ) = 6 + x + 2x = 6 + 3x
It is given that, P (G ) = 3 × P (R)
322 10th Standard Mathematics
9 3
(i) Let A be the event of resting in 7. n(A)=1
8 4
n(A) 1
P (A) = = 7 6
5
n(S ) 12
Fig. 8.6
(ii) Let B be the event that the arrow will come to rest in a prime number.
B = {2,3,5,7,11}; n(B ) = 5
n(B ) 5
P (B ) = =
n(S ) 12
(iii) Let C be the event that arrow will come to rest in a composite number.
C = {4,6,8,9,10,12}; n(C ) =6
Thinking Corner
n(C ) 6 1
P (C ) = = = What is the complement
n(S ) 12 2
event of an impossible event?
Exercise 8.3
1. W rite the sample space for tossing three coins using tree diagram.
2. Write the sample space for selecting two balls at a time from a bag containing 6 balls
numbered 1 to 6 (using tree diagram).
3. If A is an event of a random experiment such that P(A) : P (A) =17:15 and n(S)=640
then find (i) P (A) (ii) n(A).
4. A coin is tossed thrice. What is the probability of getting two consecutive tails?
5. At a fete, cards bearing numbers 1 to 1000, one number on one card are put in a box.
Each player selects one card at random and that card is not replaced. If the selected
card has a perfect square number greater than 500, the player wins a prize. What is the
probability that (i) the first player wins a prize (ii) the second player wins a prize, if the
first has won?
6. A bag contains 12 blue balls and x red balls. If one ball is drawn at random (i) what is the
probability that it will be a red ball? (ii) If 8 more red balls are put in the bag, and if the
probability of drawing a red ball will be twice that of the probability in (i), then find x.
7. Two unbiased dice are rolled once. Find the probability of getting
(i) a doublet (equal numbers on both dice) (ii) the product as a prime number
(iii) the sum as a prime number (iv) the sum as 1
Statistics and Probability 323
3 feet
win and landing other than the circular region is considered as 1 feet
A
AÇB AÈB
Fig. 8.7(a) Fig. 8.7(c)
Fig. 8.7(b)
Thorem 1
If A and B are two events associated with a random experiment, then prove that
S
(i) P (A Ç B ) = P(only A) = P (A) − P (A ∩ B ) A B
(ii) P (A Ç B ) = P(only B) = P (B ) − P (A ∩ B )
Proof
(i) By Distributive property of sets,
1. (A ∩ B ) ∪ (A ∩ B ) = A ∩ (B ∪ B ) = A ∩ S = A AÇB
2. (A ∩ B ) ∩ (A ∩ B ) = A ∩ (B ∩ B ) = A ∩ f = f Fig. 8.8
Progress Check
P (A È B È C ) = P (A ∪ D )
= P (A) + P (D ) − P (A ∩ D )
= P (A) + P (B ∪ C ) − P[A ∩ (B ∪ C )]
only A AÇB only B
= P (A) + P (B) + P (C ) − P (B ∩ C ) − P[(A ∩ B ) ∪ (A ∩ C )] Fig. 8.10
= P (A) + P (B ) + P (C ) − P (B ∩ C ) − P (A ∩ B ) − P (A ∩ C ) + P[(A ∩ B ) ∩ (A ∩ C )]
P (A È B È C ) = P (A) + P (B ) + P (C ) − P (A ∩ B ) − P (B ∩ C )
−P (C ∩ A) + P (A ∩ B ∩ C )
Activity 5
The addition theorem of probability can be written easily using the following way.
P (A È B ) = S1 − S 2
P (A È B È C ) = S1 − S 2 + S 3
Where S1 ® Sum of probability of events taken one at a time.
S 2 ® Sum of probability of events taken two at a time.
S 3 ® Sum of probability of events taken three at a time.
P (A È B ) = P (A) + P (B ) −P (A ∩ B )
S1 S2
P (A È B È C ) =
P (A) + P (B ) + P (C ) −(P (A ∩ B ) + P (B ∩ C ) + P (A ∩ C )) +P (A ∩ B ∩ C )
S1 S 2 S 3
Find the probability of P (A È B È C È D ) using the above way. Can you find a
pattern for the number of terms in the formula?
326 10th Standard Mathematics
Example 8.27 What is the probability of drawing either a king or a queen in a single draw
from a well shuffled pack of 52 cards?
Solution Total number of cards = 52
Number of king cards = 4 Thinking Corner
4
Probability of drawing a king card = P (A ∪ B ) + P (A ∩ B ) is .
52
Number of queen cards = 4
4
Probability of drawing a queen card =
52
Both the events of drawing a king and a queen are mutually exclusive
⇒ P (A ∪ B ) = P (A) + P (B )
4 4 2
\ Probability of drawing either a king or a queen = + =
52 52 13
Example 8.28 Two dice are rolled together. Find the probability of getting a doublet or
sum of faces as 4.
Solution When two dice are rolled together, there will be 6×6 = 36 outcomes. Let S be
the sample space. Then n(S ) = 36
Let A be the event of getting a doublet and B be the event of getting face sum 4.
Then A = {(1,1),(2,2),(3,3),(4,4),(5,5),(6,6)}
B = {(1,3),(2,2),(3,1)}
\ A Ç B = {(2,2)}
Then, n(A) = 6 , n(B ) = 3 , n(A ∩ B ) = 1 .
n(A) 6
P (A) = =
n(S ) 36
n(B ) 3
P (B ) = =
n(S ) 36
n(A ∩ B ) 1
P (A Ç B ) = =
n(S ) 36
\ P (getting a doublet or a total of 4) = P (A È B )
P (A È B ) = P (A) + P (B ) − P (A ∩ B )
6 3 1 8 2
= + − = =
36 36 36 36 9
2
Hence, the required probability is .
9
Statistics and Probability 327
= P (A) + P (B ) − P (A ∩ B )
1 1 1 5
P (A or B) = + − =
4 2 8 8
(ii) P (not A and not B) = P (A∩ B )
= P (A ∪ B )
= 1 − P (A ∪ B )
5 3
P(not A and not B) = 1 − =
8 8
Example 8.30 A card is drawn from a pack of 52 cards. Find the probability of getting a
king or a heart or a red card.
Solution Total number of cards = 52; n(S ) =52 Suits of
playing
Spade Heart Clavor Diamond
cards
Let A be the event of getting a king card. n (A) =4 A A A A
2 2 2 2
n(A) 4
P (A) = = 3 3 3 3
n(S ) 52 4 4 4 4
5 5 5 5
6 6 6 6
n(B ) 13 7 7 7 7
P (B ) = = 8 8 8 8
n(S ) 52 9 9 9 9
Let C be the event of getting a red card. n (C ) =26 10 10 10 10
J J J J
P (C ) = n(C ) = 26 Q Q Q Q
n(S ) 52 K K K K
Set of
1 playing cards 13 13 13 13
P (A Ç B ) = P (getting heart king) = in each suit
52
13
P (B Ç C ) = P (getting red and heart)) =
52
2
P (A Ç C ) = P (getting red king) =
52
1
P (A Ç B Ç C ) = P (getting heart, king which is red) =
52
Therefore, required probability is
P (A È B È C ) = P (A) + P (B ) + P (C ) − P (A ∩ B ) − P (B ∩ C ) −P (C ∩ A) + P (A ∩ B ∩ C )
4 13 26 1 13 2 1 28 7
= + + − − − + = =
52 52 52 52 52 52 52 52 13
Example 8.31 In a class of 50 students, 28 opted for NCC, 30 opted for NSS and 18 opted
both NCC and NSS. One of the students is selected at random. Find the probability that
(i) The student opted for NCC but not NSS.
328 10th Standard Mathematics
(i) Probability of the students opted for NCC but not NSS
28 18 1
P (A Ç B ) = P (A) − P (A ∩ B ) = − =
50 50 5
(ii) P
robability of the students opted for NSS but not NCC.
30 18 6
P (A Ç B ) = P (B ) − P (A ∩ B ) = − =
50 50 25
(iii) P
robability of the students opted for exactly one of them
= P[(A ∩ B ) ∪ (A ∩ B )]
1 6 11
= P (A ∩ B ) + P (A ∩ B ) = + =
5 25 25
(Note that (A Ç B ),(A Ç B ) are mutually exclusive events)
Example 8.32 A and B are two candidates seeking admission to IIT. The probability that
A getting selected is 0.5 and the probability that both A and B getting selected is 0.3.
Prove that the probability of B being selected is atmost 0.8.
Solution P (A) = 0.5 , P (A ∩ B ) = 0.3
We have P (A È B ) £ 1
P (A) + P (B) − P (A ∩ B ) £ 1
0.5 + P (B ) − 0.3 £ 1
P (B ) ≤ 1 − 0.2
P (B ) £ 0.8
2 2 1
1. I f P (A) =
, P (B ) = , P (A ∪ B ) = then find P (A Ç B ) .
3 5 3
2. A and B are two events such that, P (A) = 0.42, P (B ) = 0.48 , and P (A ∩ B ) = 0.16 .
Find (i) P (not A) (ii) P (not B)
, ,(iii) P (A or B)
,
11. A page is selected at random from a book. The probability that the digit at units place
of the page number chosen is less than 7 is
3 7 3 7
(A) (B)
(C) (D)
10 10 9 9
x
12. The probability of getting a job for a person is . If the probability of not getting the
3
2
job is then the value of x is
3
(A) 2 (B) 1 (C) 3 (D) 1.5
Unit Exercise - 8
1. The mean of the following frequency distribution is 62.8 and the sum of all frequencies
is 50. Compute the missing frequencies f1 and f2 .
Class Interval 0-20 20-40 40-60 60-80 80-100 100-120
Frequency 5 f1 10 f2 7 8
2. The diameter of circles (in mm) drawn in a design are given below.
Diameters 33-36 37-40 41-44 45-48 49-52
Number of circles 15 17 21 22 25
Calculate the standard deviation.
3. The frequency distribution is given below.
x k 2k 3k 4k 5k 6k
f 2 1 1 1 1 1
In the table, k is a positive integer, has a varience of 160. Determine the value of k.
4. The standard deviation of some temperature data in degree celsius (oC) is 5. If the
data were converted into degree Farenheit (oF) then what is the variance?
2
5. If for a distribution, ∑ (x − 5) = 3, ∑ (x − 5) = 43, and total number of observations
is 18, find the mean and standard deviation.
6. P
rices of peanut packets in various places of two cities are given below. In which city,
prices were more stable?
Prices in city A 20 22 19 23 16
Prices in city B 10 20 18 12 15
7. I f the range and coefficient of range of the data are 20 and 0.2 respectively, then find
the largest and smallest values of the data.
332 10th Standard Mathematics
Points to Remember
zz Range = L–S (L - Largest value, S - Smallest value)
n
L −S ∑ (x i
− x )2
zz Coefficient of range = ; Variance s 2 = i =1
L +S n
Σ (x i − x )
2
zz Standard deviation s =
n
zz Standard deviation (ungrouped data)
2
Σx i2 Σx Σdi 2
(i) Direct method s = − i (ii) Mean method s =
n n n
2
Σdi2 Σd
(iii) Assumed mean method s = − i
n n
2
Σdi2 Σdi
(iv) Step deviation method s = c × −
n n
n2 − 1
zz Standard deviation of first n natural numbers s =
12
zz Standard deviation (grouped data)
2
Σ fidi2 Σ fidi2 Σ f d
i i
(i) Mean method s = (ii)Assumed mean method s = −
N N N
2
Σ fd Σ f d 2
i i
(iii) Step deviation method s = C × −
i i
N N
s
zz Coefficient of variation C.V = × 100%
x
zz If the C.V. value is less, then the observations of corresponding data are consistent.
If the C.V. value is more then the observations of corresponding are inconsistent.
Statistics and Probability 333
ICT CORNER
ICT 8.1
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. Chapter named
“Probability” will open. Select the work sheet “ Probability Addition law ”
Step 2: In the given worksheet you can change the question by clicking on “New Problem”. Move the slider to
see the steps.
Step 1 Step 2 Expected results
ICT 8.2
Step 1: Open the Browser type the URL Link given below (or) Scan the QR Code. Chapter named
“Probability” will open. Select the work sheet “ Addition law Mutually Exclusive”
Step 2: In the given worksheet you can change the question by clicking on “New Problem”. Click on the check
boxes to see the respective answer.
Step 1 Step 2 Expected results
1 1
(ii)(a) 2 2 (b) (c) {(1, 4),(2, 5),(3, 6),(4, 7),(5, 8),(6, 9)}
3 3
4 4
5 5
6 6
7 7
8 8
9 9
335
3.(i) A f B
1
2 (ii) x 1 2 3 4 5 (iii)
2
3 3 f(x) 2 2 2 3 4
4
5 4
ANSWERS 337
1 10 1 -4
(iv) x 2 + (2 − a )2 x + (a + 5)2 = 0 2.(i) -3 , -28 (ii) -3 , 0 (iii) - , - (iv) ,
3 3 3 3
Exercise 3.10
1 9 -5 1 1
1.(i) - ,2 (ii) -2, (iii) -2 ,9 (iv) - 2, (v) , 2. 6
4 2 2 4 4
Exercise 3.11
2 2 1 3+ 3 3- 3
1.(i) , (ii) -1 , 3 2.(i) 2, (ii) ,
3 3 2 2 2
23 a + b a -b
(iii) -1 , (iv) , 3. 3.75 seconds
3 6 6
Exercise 3.12
1
1. 5, - 2. 1.5 m 3. 45 km/hr 4. 20 years, 10 years
5
5. Yes, 12 m, 16 m 6. 72 7. 28 m, 42 m 8. 2 m 9. 7 cm
Exercise 3.13
1.(i) Real and unequal (ii) Real and unequal (iii) Not real
1
(iv) Real and equal (v) Real and equal 2.(i) 2, 3 (ii) 1,
9
Exercise 3.14
2
(α + β ) − 2αβ α+β
1.(i) (ii) (iii) 9αβ − 3(α + β ) + 1
3αβ (αβ )2
ANSWERS 339
Exercise 3.20
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
(D) (A) (B) (A) (B) (C) (D) (B) (C) (C) (B) (A) (B) (D) (B) (B) (D) (B) (C) (A)
Unit exercise-3
1. 6,2,1 2. 42,78,30 3. 153 4. (ky + x )(k 2x 2 − y 2 ) 5 . x 2 + 2x + 1 6. (i) x a - 2
7. (p + q + r )
2
5
(ii) −x + 8. 11 hrs, 22 hrs, 33 hrs 9. 17x 2 − 18x + 19 10. 3
2 2qr
11. 14 km/hr 12. 120 m,40 m 13. 14 minutes 14. 25 15.(i) x 2 − 6x + 11 = 0
340 10th Standard Mathematics
Median நடுக்கோடு
Sample space கூறுவெளி
Modular மட்டு
Scalar matrix திசையிலி அணி
Coordinator
• M. Amal Raj
B.T. Assistant, P.M.H.S.S, Zamin Royapet, Chengalpet.
• R. Geetharani
B.T. Assistant, PUMS, Perundurai, Erode.
Art and Design Team
Content Readers Layout Artist
• Dr. M.P. Jeyaraman • Joy Graphics, Chintadripet, Chennai - 02.
Assistant Professor of Mathematics
L.N. Govt. College, Ponneri. Inhouse-QC